How can School Certificate Mathematics grades be awarded fairly to students who are following different pathways and so have different assessment programs?
Several approaches to ensuring comparability across multiple pathways have been identified. These include: • the use of a common task or tasks • common questions in assessment tasks • a core and further questions structure in assessment tasks • consensus of professional judgement by • comparing student achievement in each grade; or • comparing performances of students at the top and/or bottom of each pathway. To see more detail on each of these approaches, click here.
Related Questions
- How can School Certificate Mathematics grades be awarded fairly to students who are following different pathways and so have different assessment programs?
- Why are School Certificate Mathematics grades reported using A10, A9, B8, B7, C6, C5, D4, D3 or E2 instead of grades A to E that other courses use?
- Are the admission requirements (ie grades, sats, etc.) different for prep school students applying to top universities?
