In 2022 senior secondary students can be confident they will be awarded results and certificates that reflect their academic achievement at the end of the year, and that these will be comparable with the results of students around Australia. TASC’s Guiding Principles for Responding to COVID-19 underscore any action or supports implemented.
TASC Level 1 and Level 2 courses
Students are assessed against a set of common criteria and standards in each TASC course. TASC is confident that teachers will continue to apply their informed professional judgement when assessing students against course standards, ensuring fair and equitable access to learning opportunities and assessment. Participation in essential quality assurance mechanisms, such as the Quality Assurance Meetings and Desktop Audits supports teachers in maintaining consistent and comparable delivery and assessment of TASC courses, ensuring reliability of the final results students receive.
TASC Level 3 and Level 4 courses
There is currently one (1) course specific adjustment to the external assessment specifications. TASC will continue to monitor the ongoing impact of COVID-19 on external assessment of its courses, seek feedback from schools and stakeholder groups and respond as necessary.
Course specific advice:
- SDD315120 Drama – External Assessment Specifications
TASC has provided course specific consideration where meeting TASC course work requirements relies on access to external groups, organisations, or activities.
See the External Assessment Specifications for specific details.
Please note, TASC has contacted individual teachers of this course via email to advise them of the change.
General advice: external assessment mechanisms for all Level 3 and Level 4 courses
The final award achieved by a student in TASC Level 3 and Level 4 courses is a combination of both internal and external assessments. Each student completes an external assessment, is assessed by expert markers and then the cohort is reviewed by an external assessment panel, which comprises the Marking Coordinator/s and a small representative number of markers.
Once marking is complete, the external assessment panel reviews the overall achievement of the course cohort, makes recommendations in response to the specific circumstances of the external assessment (i.e., the exam paper), and reviews and resolves any anomalies or discrepancies identified; this may be at any individual student level or for an entire cohort.
Course score ranges are determined for the course and then specific course scores [which are aggregated to calculate the Tertiary Entrance (TE) Score] are assigned to each student according to their individual results. Specific course scores are arrived at through the process of scaling. Scaling only looks at student results in each year, not across years. Using this information, scaling works out how difficult it was for students to achieve a particular result in a course when compared to the results achieved in other courses in that given year. For detailed information about scaling or the ATAR, see Understanding the ATAR.
These mechanisms mitigate the impact of COVID-19 on individual Level 3 and Level 4 results, as a student’s individual course score will continue to be indicative of the difficulty to achieve any outcome in a particular course for a specific year.
TASC has contingencies in place for the 2022 external assessment period, including providing further course specific advice if required. TASC remains flexible, responding as the need arises to best support students to achieve quality educational goals in 2022.