Modified subjects | Stage 1 and Stage 2 Review
Modified subjects Stage 1 and Stage 2 Modified Subjects – Review
Modified subjects are reviewed at Stage 1 and Stage 2.
Review is part of the confirming phase of the quality assurance cycle.
In this process, samples of student work are reviewed to ensure assessment decisions are consistent no matter where they attend school.
Student work is assessed entirely by the school.
Schools select samples of students’ work for each Stage 1 and Stage 2 Modified Subject requested for review – these include the following subjects:
- Stage 1, English: Modified, Mathematics: Modified, and PLP: Modified
- Stage 2 Research Project: Modified
Schools nominate one or more teachers to act as reviewers.
Use the list of Modified Subjects dates to plan your year.
On this page
- Forms and supporting documents
- The SACE Board's responsibilities
- The SACE Officer's responsibilities
- Principals, SACE coordinators, and principals' delegate responsibilities
- Teachers' responsibilities
- Guidelines for reviewers and supervisors
- Review feedback
Modified Subjects review ensures
- that the ‘completed’ and ‘not completed’ assessment decisions in each subject have been applied consistently
- that school-assessed results awarded to students across schools are comparable and fair
- valid school assessment results.
Which subjects are reviewed by the SACE Board?
Personal Learning Plan: Modified
The following subject is reviewed at Stage 2:
Research Project: Modified
Review feedback supports schools to ensure the consistency of students’ results in modified subjects that meet the compulsory requirements of the SACE.
A student is neither advantaged nor disadvantaged by having their work included in the sample submitted for review.
Interdependence and responsibility
The procedures for assuring the integrity of SACE assessments are based on the interconnected and complementary responsibilties of the student, the teacher, schools leaders, and the SACE Board in the assessment process.
Review is based on evidence provided in a sample
Forms and supporting documents
- Stage 1 moderation and review schedule - semester 1, 2021 [PDF 98KB]
- Modified Subjects - student description sheet [DOC 108KB]
- Research Project - Modified - school planner [DOC 96KB]
- Results submission - Stage 1 (information sheet 28)
- Preparing materials for Stage 1 and Stage 2 Modified Subjects Review submission [PDF 158KB]
- Stage 1 and Stage 2 review process flowchart [438 KB]
- Guidelines for responding to Modified Subjects review feedback [DOC 180KB]
- Stage 1 and 2 Modified Subjects review - frequently asked questions [DOC 566KB]
Review sample - up to two student samples selected per subject by a school to represent the school’s ‘complete’ and ‘not completed’ assessment decisions.
It also includes:
- a completed teacher pack
- a completed Modified Subjects – student description sheet (1 per subject)
- a completed Research Project – Modified – School Planner (1 per student)
Student sample - The total work of one student undertaken according to the approved learning and assessment plan and marked by the teacher against the development of select capabilities and the achievement of the personal learning goals. This work should be uploaded as a single file (excluding multimedia).
Teacher pack - a combined document which includes a copy of:
- learning and assessment plan(s) LAP(s)
- assessment task sheets
- relevant supporting materials (e.g. answer guides, mark schemes, rubrics, specific features of the assessment design criteria, solutions for mathematics tasks).
Stage 1 and Stage 2 Modified Subjects review is conducted on a school-by-school basis. Schools will be notified of the schedule.
Schools who are requested to participate in Stage 1 and Stage 2 Modified Subjects review
Schools participate in review for Stage 1 English – Modified, Mathematics – Modified, Personal Learning Plan – Modified and Stage 2 Research Project – Modified if offered by the school until their assessment decisions are confirmed for two consecutive years. Where assessment decisions haves been confirmed in all subjects for two consecutive years (e.g. 2019 and 2020) schools move to a longer three-year review cycle.
Schools are notified by askSACE in February of the subjects required for review that year.
Schools who are not requested to participate in Stage 1 and Stage 2 Modified Subjects review
Schools who have moved to the longer review cycle should have processes in place to ensure that students’ results in the subject(s) reflect the state-wide interpretation of the completed/not-completed assessment decision regarding the development of capabilities and achievement of personal learning goals.
Schools may also request to submit to review for an additional subject if they require support to confirm their assessment decisions due to significant changes in staffing or in the learning and assessment program.
The SACE Board's responsibilities
The SACE Board:
- appoints a SACE Officer to lead and support the review process for Modified Subjects
- asks schools to nominate teacher(s) to act as reviewers.
The SACE Board:
- ensures that reviewers and supervisors are not allocated to review/supervise: their own school, or schools with whom they have an association or a conflict of interest
- trains reviewers/supervisors in the review/supervision procedures
- requires all assessment panel members to declare any potential conflicts of interest
- requires all assessment panel members to maintain confidentiality throughout and after the review process in accordance with the SACE Board’s Code of Conduct.
- ensures the security of the school and student results, information, and materials.
The SACE Board:
- sends the information from Stage 1 and Stage 2 Modified Subjects review feedback form to schools
- advises principals of the outcome of the review process
The SACE Officer's responsibilities
Before and during review
The SACE Officer:
- leads and oversees the review process
- develops benchmarking course in PLATO before review begins using common sets of student materials for each subject and training reviewers to use evidence of learning in student materials to support assessment decisions
- ensures that reviewers and supervisors apply the assessment decisions consistently throughout the review process.
- monitors reviewers’ and supervisors' decisions
- reviews reviewers’ and supervisors' decisions before adjustments are recommended
- supervises the collection of potential examples of student evidence and program design to be used as future clarifying benchmark and support materials.
The SACE Officer:
- checks the feedback resulting from review and indicates it has been quality assured.
Principals, SACE coordinators, and principals' delegate responsibilities
- approve school-developed and exemplar LAPs that have been adapted
- liaise with Schools Online operators and teachers of Stage 1 and Stage 2 Modified Subjects that are to be reviewed to ensure enrolment data is correct and entered by the enrolment due date
- ensure that teachers are aware of the subject's review date and that they plan their learning and assessment programs so that all tasks, or all except the final task, are marked and available for review by the due date
- ensure their school submits review materials for each subject requested for review - irrespective of the number of classes for that subject in the school
- ensure that results presented at review reflect the school's application of the assessment design criteria by all teacher for the subject(s) to be review
- oversee the process of uploading teacher packs and student samples to Kiteworks.
- if requested by the SACE Board, nominates teacher(s) to act as reviewers
- ensures nominated teachers are aware of their nomination, agree to follow the 'Guidelines for reviewers and supervisors' and are released to participate in review on the date(s) listed in the review schedule
- may nominate additional review if they have teachers who would benefit from participating in Stage 1 and Stage 2 Modified Subjects review. These teachers are placed on a reserve list and are contacted by the SACE Board if required.
- provide copies of the review feedback to all teachers of subjects that were review
- ensure that feedback regarding any adjustments to students' results is actioned according to recommendations made through the review process.
Final results entered by teachers in Schools Online reflect the outcomes of review, or the confirming processes within the school for subjects that were not reviewed by the SACE Board.
- ensure that all tasks (or all pending completion of the final task) in the approved LAP are completed and marked before review materials are submitted
- combine the result for each assessment to reach a final assessment decision
- enter student results for each student into Schools Online
- identify students with results in the ‘completed’ and ‘not completed’ assessment decision
Preparing for review
- select student samples that are representative of the school’s interpretation of development of capabilities and achievement of the personal learning goals and application (that of all teachers) of assessment decisions.
*if a ‘not completed’ assessment decision is not available for the subject teachers should include a second ‘completed’ assessment decision (if available)
- the student samples
- a teacher pack
- completed Modified Subjects - student description sheet
Student samples include:
- the total work of one student undertaken according to the approved learning and assessment plan and marked by the teacher against the development of selected capabilities and the achievement of the personal learning goals.
- A completed Research Project - Modified – school planner (if applicable)
The teacher pack includes:
- the approved LAP
- assessment task sheets
- any associated guide for each task (e.g. marks scheme, rubric, specific features of the assessment design criteria, solutions for mathematics tasks)
Up to two students can be described per form, one student description sheet must be completed per subject
- retain, or main access to, student evidence for the rest of the cohort for each subject that is being reviewed, until the SACE Board has released Stage 1 and Stage 2 Modified Subjects results to students.
- check that correct naming conventions [PDF 158KB] are used
- provide the teacher pack and student samples to their SACE Coordinator or Principal to be uploaded to Kiteworks (the SACE Board’s secure file transfer system).
Student work that is missing evidence due to special provisions, misplaced work, or failure to complete a task should not be included in the review sample.
- review feedback and guidelines for responding to Stage 1 and Stage 2 Modified Subjects review [DOC 158KB]
- ensure that students’ final results reflect the outcome of review and of the confirming processes within the school (including those subjects that were not required for review by the SACE Board)
Teachers (in consultation with principals) may decide to use the following result codes, in addition to the 'completed' or 'not completed' assessment decisions , when reporting students' results to the SACE Board:
P - the result is pending. Students with result code P will not receive a result in that results period, and will have their enrolment rolled over to the next results period. P may be used for students who cannot be confirmed as achieving the ‘completed’ assessment decision after review (or after confirming processes within the school). Students with result code P are expected to provide additional evidence to achieve a ‘completed’ assessment decision.
Students results can then be updated in Schools Online in the subsequent results period.
W - The student has withdrawn from the subject. Students with result code W will not be awarded any credits.
Schools incorporate feedback into their improving and planning processes.
Queries about review feedback or submitting final results should be directed to the SACE Board.
Guidelines for reviewers and supervisors
Reviewer and supervisors:
- complete the following before they begin Reviewing/supervising:
- declare any conflicts of interest and sign a conflict of interest
- participate in online benchmarking activities
- participate in review or supervisor training
- participate in review/supervision for the duration of review for a subject, according to the SACE Board schedule.
- review/supervise according to the review procedures and the instructions from the SACE Officer
- identify potential support materials
- identify potential breaches of rules
- are not to review or supervise the work of students from the school at which they teach or with which they have a conflict of interest
- are not to contribute to discussion related to the review of any school at which they teach or with which they have a conflict of interest
- are not to access information related to the outcome of the review or supervision process for any school at which they teach or with which they have a conflict of interest.
- maintain confidentiality of information about students’ results and schools before, during, and after the review process
- familiarise themselves with the ICAC information
- ensure the security of school and student results, information, and materials during and after the review process.
Reviewers and supervisors:
- work independently in an online environment, such as Microsoft Teams
- are allocated tasks to review by the SACE Officer
- follow the Stage 1 and Stage 2 Modified Subjects: reviewer workflow or the Stage 1 and Stage 2 review: supervisor workflow
- use the student description sheet [DOC 108KB] to check the student sample(s) and teacher pack for:
- an overall assessment decision (with an indication of how the result was determined)
- an entire set of marked student work (or all work pending completion of the final task)
- assessment task sheets and any associated guide for each task
- a copy of the learning and assessment plan(s) (and addendum, if applicable)
If any material is missing, the reviewer informs the SACE Officer who will determine how to proceed.
The reviewer/supervisor uses the review guidelines to determine a review outcome to either confirm or recommend to adjust results.
Where the review confirms results, they complete the electronic Stage 1 and Stage 2 review feedback form
Where the reviewer recommends to adjust the results, a supervisor undertakes a second independent review.
Examples of the evidence reviewers/supervisors would expect to see when reviewing a student sample:
|Student sample||Student sample should contain|
|A 'completed' student sample||Evidence demonstrating development of one or more of the selected capabilities and achievement of the student’s personal learning goals.|
|A 'not completed' student sample||Evidence yet to demonstrate the development of one or more of the selected capabilities and achievement of the student's personal learning goals.|
Any adjustments must be based on the substantive evidence viewed from the review sample, the assessment of individual achievement, and the specifications of the relevant subject outline.
Supervisors either confirm or recommend to adjust results and complete the electronic Stage 1 and Stage 2 review feedback form.
SACE Officers quality assure the Stage 1 and Stage 2 Modified Subjects review outcomes and feedback forms are sent to schools.
Results are confirmed when most student samples in the review sample demonstrate evidence of development of the selected capabilities and achievement of personal learning goals reported by the school.
An adjustment from one assessment decision to another is made when most of the student samples in the review sample consistently demonstrate evidence of development of the selected capabilities and achievement of personal learning goals of another assessment decision. Adjustments are not usually made based on a single inconsistently student sample assessment decision.
The SACE Board:
- sends the Stage 1 and Stage 2 Modified Subjects review feedback form to schools. The SACE Officer checks the feedback indicating that it has been quality assured
- advises principals of the outcome of the review process
Schools and teachers:
- carefully consider this feedback and use it to make sure that their final results are consistent with the assessment decisions recommended for the review sample.