VCE Product Design and Technology School-assessed Task

Product Design and Technology:

School-Assessed Task 2021

Using SAT criteria to rank students

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Victorian Curriculum and Assessment Authority or in the

case of some materials, by third parties. No part may be

reproduced by any process except in accordance with the

provisions of the Copyright Act 1968 or with permission

from the Copyright Officer at the Victorian Curriculum and

Assessment Authority.

School-Assessed Task

• The School-assessed Task (SAT) contributes 50 per cent to the study score

and is commenced in Unit 3 and completed in Unit 4.

• Teachers will provide to the Victorian Curriculum and Assessment

Authority (VCAA) a score against each criterion that represents an

assessment of the student’s level of performance for Unit 3 Outcome 3 and

Unit 4 Outcomes 2 and 3.

School-Assessed Task

• The recorded scores must be based on the teacher’s assessment of the

student’s performance according to the criteria on pages 9–17 of the VCE

Product Design and Technology: Administrative information for School-

based Assessment in 2021.

• This assessment is subject to the VCAA’s statistical moderation process.

Purpose of school-based assessment• The purpose of school-based assessment is to rank your

student cohort.

• The ranking of your student cohort for the SAT may

differ from your ranking of student cohort for the SACs

as well as for the ranking of student cohorts for the

external assessment (examination)

‒ Each is regarded as a separate graded assessment (GA)

‒ SATs, SACs and exams are different types of assessment so do not

expect ranking of student cohort to be same for each GA.

Recording assessment

The 2021 Product Design and Technology assessment sheet on page 22 is to be used by teachers to record the SAT scores. The completed assessment sheet must be made available on request by the VCAA.

Ranking students

• SAT and SAC assessment scores are used to rank each student

within their school cohort.

• It is this ranking, plus statistical moderation conducted after the

subject examination, which determines a student’s study score.

• It is important to rank students fairly.

Using the SAT assessment criteria

• Key words ‒ Depicts vague naming of information

‒ Identify naming the information, possibly dot points

‒ Outline give a summary of the information

‒ Describe to recount the information

‒ Explain provide detail and relevant facts about the information

‒ Assess to determine or make judgement about the information

‒ Justify to show good or considered reasoning for the information

‒ Independently Unaided, but student need to be taught first.

‒ With support Aided after students have been taught first

Criteria 1

Criteria 2

Criteria 3

Criteria 4

Criteria 5

Criteria 6

Criteria 7

Criteria 8

Criteria 9

• Each school is different and there are different contexts that

students operate in.

• There are different circumstances.

• Your students will have different strengths, different talents

and different resources available to them.

• The design of learning and teaching activities should reflect

this, in support of effective assessment of your students.

VCE assessment principles

• Central to School-based Assessment is understanding that

you know your students best; you know the best ways to

collect evidence in terms of their achievement.

• The SAT provides opportunities for student to demonstrate

their understanding of content through practical work.

VCE assessment principles

For further information

Dr Leanne Compton, Curriculum Manager − Design and

Technologies

[email protected]

t: 03 9059 5145