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Stage 2 assessment panels

As a teacher, you are invited to express interest in joining a Stage 2 assessment panel. This is part of the SACE quality assurance cycle. We encourage teachers who have already expressed interest to update their personal information and availability for panels every year.

Members of these assessment panels work collaboratively with SACE Officers and lead practitioners, to ensure that the assessment and moderation processes for Stage 2 subjects lead to fair, valid, and reliable results for students.

Types of panels

Lead practitioners

Lead practitioners, through negotiation with the SACE Officers who manage subjects, work flexibly and collaboratively with the SACE Officer and other lead practitioners in a subject to undertake tasks associated with the end-of-year and/or mid-year assessment cycles (examples include the setting and vetting of examinations). School assessment and external tasks are completed by SACE Officers in partnership with one or more lead practitioners.

Moderation (school assessment)

The school assessment component comprises two or three assessment types in each Stage 2 subject. Schools submit grades for each of these assessment types. These grades are moderated using samples of student work. Moderators review evidence in the student samples seeking to confirm the grades. Moderation occurs at a central location.

Examination setting (external assessment)

A panel, chaired by the SACE Officer and/or lead practitioner, sets the examination in a subject.

Examination vetting (external assessment)

A panel, chaired by the SACE Officer, and/or lead practitioner vets the examination in a subject.

Marking (external assessment)

There are four types of marking panels, reflecting the varied nature of content to be marked.

Investigations
The SACE Board appoints and trains markers to mark investigations in a particular subject. This work usually occurs from late September.

Oral examinations (languages only)
The SACE Board appoints and trains markers to mark oral examinations in particular language subjects. Marking is done at a given location according to a schedule. This work usually occurs at the beginning of Term 4.

Performances
The SACE Board appoints and trains markers to mark performances in Dance and Drama. Marking is done at a given location according to a schedule. This work occurs from the beginning of Term 2.

Written examinations
The SACE Board appoints and trains markers to mark examination scripts in particular subjects. This work usually occurs in Term 4.

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Types of roles

Each panel has a different purpose and requires panel members to undertake specific tasks.

Lead practitioner

This role requires:

  • expert subject knowledge
  • demonstrated sound application of assessment using performance standards
  • leadership capabilities
  • exemplary communication skills, and collaboration.

Drawing on their experience and expert subject knowledge, lead practitioners have an important responsibility in leading teams of subject practitioners and/or developing assessment materials. It is expected that lead practitioners would have current/recent expertise at Stage 2 level (or equivalent).

Examination setters

  • contribute to setting questions, and to sourcing and developing potential examination material
  • contribute to preparing successive drafts of the examination paper for consideration by the vetting panel
  • contribute to developing marking guidelines and possible answers.

Examination vetters are selected from the lead practitioner panel.

Examination vetters

  • undertake an analysis of the complete draft examination paper
  • assess the examination paper against the table of specifications.

Examination vetters are selected from the lead practitioner panel.

Moderators

  • receive training (including benchmarking activities)
  • work with colleagues to moderate grades submitted by teachers/schools
  • prepare feedback for teachers/schools.

Markers (investigations)

  • receive training (including benchmarking activities)
  • assess students' investigations
  • prepare feedback on the quality of student responses.

Markers (oral examinations)

  • receive training (including benchmarking activities)
  • work with colleagues to assess individual students in person or by telephone or video conference
  • prepare feedback on the quality of student responses.

Markers (performances)

  • receive training (including benchmarking activities)
  • work with colleagues to assess students' performances onsite
  • prepare feedback on the quality of student responses.

Markers (written examinations)

  • receive training (including benchmarking activities)
  • mark batches of randomised examination scripts
  • prepare feedback on the quality of student responses.
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Selection criteria

  • experience and expertise in senior secondary education
  • knowledge of the relevant subject outline
  • relevant qualifications, current or recent studies
  • teaching experience at senior secondary or tertiary level in the relevant subject
  • ability to meet deadlines
  • proven ability to work cooperatively and flexibly as a member of a team
  • willingness to work under the direction of others
  • demonstrated leadership capabilities (for lead practitioner role)
  • exemplary communication and collaboration skills (for lead practitioner role)
  • willingness to abide by the SACE Board's Code of Conduct

Applicants should complete all relevant personal details and provide information against selection criteria to support their application. This information will be used during the selection process.

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Selection and appointment of panel members

  • The SACE Board will select panel members based on merit. If selected, you will be required to sign a declaration before an appointment can be made.
  • All teachers have access to the SACE Board's expression of interest process for consideration as members of assessment panels.
  • The addition of approved people to the register occurs in accordance with the SACE Board's criteria for selection and procedures.
  • Membership of assessment panels is drawn from the register in accordance with SACE Board procedures, taking into account the availability of applicants for the duration of the panel activity.
  • All panel members are formally appointed and allocated a SACE Board identification number. They are required to complete a SACE Board panel appointment form and code of conduct/potential conflict of interest declaration every year.
  • Panel members receive training and support from the SACE Board. All marking and moderation panel members are required to attend/complete training. When panel members are required to be absent from school on SACE Board duties, the school is provided with TRT vouchers to cover the absence. Out-of-hours duties are remunerated where applicable.
  • In the case of panel members based in the Northern Territory, the SACE Board liaises with the Northern Territory Director, Senior Years Curriculum.

If appointed to a panel, you will be required to understand and accept the Requirements for assessment panel members - code of conduct [PDF 77KB]

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Expression of interest form

If you are interested in joining a Stage 2 assessment panel, complete the form below and provide supporting information, which will be used during the selection process.

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