Implementation of VCE
Psychology 2005
Ann Osman
VCAA
Curriculum Science Manager
Quick comparison between this
and previous study design
 Study of mental health one option in Unit
2 Area of study 2
 Integration of statistics, research
methods and ethical principles in all units
 Research investigation Unit 4
 Outdated studies deleted
 Movement of material between units
 Higher order thinking skills
 Choice of assessment tasks
 Use of performance descriptors in Units 3
and 4
Resources
 Study Design-available www.vcaa.vic.edu.au
and Information Victoria Collins Street
 Assessment Handbook- available www.vcaa.vic.
edu.au
 Study summary-available www.vcaa.vic.edu.au
 Errata refer VCAA Bulletin April 2004 No.12
(regarding Unit 2)
and
VCAA Bulletin February No. 22 2005 (regarding
Unit 3 and 4)
 Sample exam questions
 Sample teaching and learning programsavailable www.vcaa.vic.edu.au
Exam 1 June
Unit 3
Total 90 marks
Multiple choice 45 marks
Short answer 45 marks
A of S 1 most weighting
A of S 2 and 3 equal weighting
Exam 2 Nov
Unit 4
Total 90 marks
Multiple choice 45 marks
Short answer 45 marks
A of S 1 and A of S 2 equal
weighting
A of S 3 less weighting and all short
answer questions
School-assessed
coursework
Unit 3 at least three different
assessment tasks selected from a list
Unit 4 at least two assessment tasks
selected from a list AND a report on
a research investigation relating to
either Outcome 1 or 2
Application of performance descriptors
in SACs from 2005
VCE Assessment Handbook
Psychology
Section 1 Administrative Procedures
Section 2 Assessment Advice
Section 3 Assessment Support
Materials and Further
Resources
Section 2 Assessment
Advice
 Outcome statement (for each A of S in
each unit)
 Task
Description
Designing the assessment task
Resources and scheduling
Performance descriptors
• Information about exams including
weightings and assessment criteria
The Performance
Descriptors
Guide for expected standards
when setting and marking
assessment tasks
5 mark ranges provided
Each range is accompanied by a
list of typical performance
Each mark range allows for
discrimination
Example of Performance
Descriptors
 Mark range 25-30
Information about the structures and processes of
visual perception is accurate, detailed and clearly
articulates the interactive nature of the process.
The organising principles of visual perception and
the processes leading to perceptual sets are
comprehensively explained. The contexts and
processes that can lead to perceptual errors are
explained in detail. Explanation of all processes and
phenomena include a combination of appropriate
examples and integrated exposition of the way
empirical research is used to illustrate and support
theories that explain them
Section 3
Assessment Support Materials and
further resources
Detailed examples for
Unit 3 Outcome 1 showing combination of
tasks
Unit 4 Outcome 4 showing research
investigation
Victorian Essential
Learning Standards
(VELS)
 Whole school curriculum planning
document for P-10
 3 inter-related strandsPhysical, Personal and Social
Learning; Discipline-based learning;
Interdisciplinary Learning
 2005 validation year with
implementation from 2006
 Website vels.vcaa.vic.edu.au
Science domain in VELS
 Science domain consists of 6 levels
 Learning Focus statements for Levels 1
and 2
 Levels 3 to 6 includes a Learning Focus
statements and 2 DimensionsScience knowledge and understanding
Science at work
New Approach
Interweaving three strands and
domains
Part of whole school approach
Audit existing science units as
starting point
STOP PRESS
VCE Examination Results Service
prototype provides
 Access to school and class results for
2004
 Access through VASS/principal
 Contact VCAA if you wish to attend PD
 For further details refer VCAA Bulletin
Supplement 4 Feb 05
Further information
Ann Osman
Curriculum Science Manager
osman.ann.e@edumail.vic.gov.au
Ph 9651 4512