Tasmanian Certificate of Education: Standards
To achieve the Tasmanian Certificate of Education (TCE) you must meet the five standards of the TCE which are outlined below.
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To achieve the Tasmanian Certificate of Education (TCE) you must meet the five standards of the TCE which are outlined below.
To meet the participation and achievement standard for the TCE you need to have 120 credit points in senior secondary education and training, with at least 80 credit points in studies at Level 2 or higher.
Each TASC accredited course and other learning recognised by TASC (including vocational education and training studies) is given a credit point value. This value shows the amount of learning at a set standard that can count towards the TCE.
You can meet this standard with a reasonably challenging two-year program of study at senior secondary level with at least 1200 hours of study in senior secondary subjects. You can also meet this standard with a full program of VET units of competency.
Check the course planner for more information about courses.
To meet the everyday adult reading and writing in English standard for the TCE you need to show that you can:
You can meet this standard if you successfully complete a TASC accredited course that includes the standard or an identified VET course or other TASC recognised formal learning qualifications to show that you meet this standard.
Check the course planner for more information about your selected courses.
To meet the everyday adult mathematics standard for the TCE you need to show that you can use common maths knowledge and skills to:
You can meet this standard if you successfully complete a TASC accredited course that includes the standard or an identified VET course or other TASC recognised formal learning qualifications to show that you meet this standard.
Check the course planner for more information about your selected courses.
If you have not successfully completed a course indicating that you have met the standard you can take an everyday adult standard skills test.
To meet the everyday adult use of computers and the internet standard for the TCE you need to show that you can:
You can meet this standard if you successfully complete a TASC accredited course that includes the standard or an identified VET course or other TASC recognised formal learning qualifications to show that you meet this standard.
Check the course planner for more information about your selected courses.
If you have not successfully completed a course indicating that you have met the standard you can take an everyday adult standard skills test.
The TCE requires you to develop a pathway plan during Year 10 and review your progress before you finish your senior secondary education and training.
We can make special arrangements so that students completing their senior secondary education and training outside the school system can demonstrate that they meet this standard.
Contact us for more information or chat with teachers at your school or college.
This course describes the qualification called the Tasmanian Certificate of Education (TCE). This qualification is available to all Tasmanians who reach the prescribed standards. The TCE is a qualification for those completing the senior secondary phase of education and training – the first phase of life-long learning after school. To gain this qualification a person must meet or do better than requirements for standards in: everyday adult reading, writing and communication, mathematics, and use of computers and the internet; requirements for amount and level of participation and achievement in education and training; and requirements for pathway planning. People can meet these requirements in different ways, in different settings and over different periods of time.
The qualification has been developed in consultation with a wide range of stakeholders including employers, industry bodies, education and training providers, parent and community bodies, schools and colleges.
In introducing this qualification the Office of Tasmanian Assessment, Standards and Certification recognises that:
The importance of the Tasmanian Certificate of Education lies in its potential to contribute to these improvements. With community backing, especially from business and industry, it can send powerful signals to young persons and to education and training providers that more and better achievement is important for the social and economic future of these young people and of Tasmania.
Aims And Objectives
The aims/purposes of this qualification are to:
The objectives of introducing and maintaining the qualification are:
Pathways
Pathways to the qualification include:
Relationship With Other Certificates
The former certificate of listed qualifications known until 1 January 2009 as the TCE is now known as ‘the Qualifications Certificate (QC)’. Tasmanian Assessment, Standards and Certification (TASC) issues this certificate. It shows all the qualifications (TASC accredited courses, VET competencies and qualifications, and TASC recognised courses) a person has achieved up to the date of issue.
As from 1 January 2009, learners requesting formal certification of all their achievements are issued with the Qualifications Certificate.
The Tasmanian Certificate of Educational Achievement (TCEA) is a quality assured, centrally issued certificate that describes achievement through narrative. Designed for the small number of learners whose learning and achievement is often not adequately recognised by standardised forms of certification, it will provide a fairer and more just account of their senior secondary learning success.
The TCEA is complementary to the Tasmanian Certificate of Education (TCE) and is issued at the same time as the TCE and the Qualifications Certificate (QC) are usually issued.
Course Content
TASC has identified, subject to verification, existing TASC accredited courses, recognised formal learning qualifications and national Training Package qualifications and units of competency that will contribute to demonstrating achievement of the requirements of the qualification.
Assessment
1. Senior secondary processes
The assessment of enrolled senior secondary learners will be based on data collected by TASC in the course of its normal senior secondary assessment processes. TASC will usually complete the assessment and issue the qualification to learners meeting the requirements in December of each year as part of its standard certification procedures at no cost to the person completing the course.
2. Individual assessment
Individual persons (including senior secondary learners) may apply to TASC for recognition that they have met or done better than the requirements. TASC will carry out an assessment using a combination of recognition processes and standardised assessment tools as follows:
Charges on a partial cost-recovery basis may apply.
Quality Assurance Process
Quality assurance arrangements exist for all the achievement results that can be used to demonstrate meeting the requirement of the TCE:
TASC’s verification processes will include:
Standards
Everyday Adult Reading and Writing in English
The standard is ‘everyday adult reading and writing in English’ – for example, reading procedures and instructions, interpreting information from diagrams, graphs and charts, writing a brief formal letter, using questions to gather information and provide a verbal report. ‘English’ means Standard Australian English (SAE). SAE is the variety of spoken and written English language in Australia used in more formal settings such as for official or public purposes, and recorded in dictionaries, style guides and grammars. While it is always dynamic and evolving, it is recognised as the ‘common language’ of Australians.
Many people will show that they meet or do better than this standard by gaining a ‘Satisfactory Achievement/Pass’ award (or better) in a number of identified TASC accredited senior secondary courses.
Other learners will gain identified Vocational Education and Training (VET) qualifications or TASC recognised formal learning qualifications to show that they meet or do better than this standard.
A small minority of learners may not have a course pathway or successfully completed a course indicating that they have met the standard. In such cases ‘safety-net’ testing of the skill set is available. A ‘pass’ in the relevant TASC ‘safety-net’ test will show that such a learner has met the standard.
See Appendix 1.
Everyday Adult Mathematics
The standard is ‘everyday adult mathematics’ – for example, using common maths knowledge and skills to measure, solve basic problems, develop budgets, collect survey information and interpret it, and carry out calculations involving fractions and metric quantities.
Many people will show that they meet or do better than this standard by gaining a ‘Satisfactory Achievement/Pass’ award (or better) in a number of identified TASC accredited senior secondary courses.
Other learners will gain identified Vocational Education and Training (VET) qualifications or TASC recognised formal learning qualifications to show that they meet or do better than this standard.
A small minority of learners may not have a course pathway or successfully completed a course indicating that they have met the standard. In such cases ‘safety-net’ testing of the skill set is available. A ‘pass’ in the relevant TASC ‘safety-net’ test will show that such a learner has met the standard.
See Appendix 2.
Everyday Adult Use of Computers and the Internet
The standard is ‘everyday adult use of computers and the internet’ – for example, using a computer, using common applications such as a word processor or spreadsheet, sending and receiving information by e-mail, and searching the internet.
Many people will show that they meet or do better than this standard by gaining a ‘Satisfactory Achievement/Pass’ award (or better) in a number of identified TASC accredited senior secondary courses.
Other learners will gain identified Vocational Education and Training (VET) qualifications or TASC recognised formal learning qualifications to show that they meet or do better than this standard.
A small minority of learners may not have a course pathway or successfully completed a course indicating that they have met the standard. In such cases ‘safety-net’ testing of the skill set is available. A ‘pass’ in the relevant ‘safety-net’ test will show that such a learner has met the standard.
See Appendix 3.
Participation and Achievement Standard
The standard is ‘a significant amount of learning at a set standard’. It recognises a very broad range of learning, and is flexible about where, when and how that learning happens.
To do this, each type of learning at TASC complexity level 1 or higher is given a size value. If a learner gains a qualification/is issued with a unit of competency the learning’s size value counts as credit points, at the specified complexity level, towards meeting the TCE’s participation and achievement standard. To meet the participation and achievement standard a person needs to have 120 credit points, with at least 80 credit points in studies rated at TASC complexity Level 2 or higher.
Many learners will show that they meet or do better than this standard with a reasonably challenging two-year program of post-Year 10 learning of at least 1,200 hours of study in senior secondary courses. Others will show that they meet or do better than this standard with a full program of VET. Some will use combinations of senior secondary studies, VET and other qualifications recognised by TASC. Some people will complete an apprenticeship to show that they meet or do better than this standard.
Detailed information is provided by TASC on credit points for various TASC accredited and TASC recognised qualifications, and VET qualifications and units of competency.
At least 80 of the credit points must come from learning that have a complexity rating of Level 2 or above. A TASC complexity rating of 2 means that typically knowledge and skills are concrete and factual with some theoretical and/or technical elements, applied in familiar and predictable contexts, involve routine issues, in conditions where there is substantial support and supervision and limited judgement and discretion is needed. See Appendix 4.
The 120 credit points must come from courses/qualifications/units of competency (or their equivalent) that have been assigned at least a level 2 robustness rating. Level 2 robustness means that the evidence on which assessment judgements are made, though it may be largely inferential and only indirectly related to the achievement, is available and sufficient for making the assessment decision. See Appendix 5.
Pathway Planning Standard
The standard is ‘to have developed and reviewed plans for education and training’. Most learners will meet this standard by developing a plan during Year 10 and reviewing their progress at some time before they finish their senior secondary education and training. From 2007, all Tasmanian schools have to make sure that Year 10 learners develop a pathway plan and register it with us by the end of the year. A learner’s plan will include their career goals and the education and training they need to reach these goals.
TASC will make special arrangements so that people completing their senior secondary education and training outside the school system can meet this standard. Special provisions will be made for adults applying for the TCE.
See Appendix 6.
A person will be awarded the Tasmanian Certificate of Education by TASC on successful completion of this course.
Requirements To Receive The Qualification
A person will be awarded the Tasmanian Certificate of Education by TASC if they are assessed by TASC as meeting or doing better than the following requirements:
Course Evaluation
Courses are accredited for a specific period of time (up to five years) and they are evaluated in the year prior to the expiry of accreditation.
As well, anyone may request a review of a particular aspect of an accredited course throughout the period of accreditation. Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners and the possible consequences for delivery of the course.
TASC can evaluate the need and appropriateness of an accredited course at any point throughout the period of accreditation.
Accreditation
Courses are accredited for a specific period of time (up to five years) and they are evaluated in the year prior to the expiry of accreditation.
Version History
Version 1 – accredited on 10 December 2013 by the Tasmanian Qualifications Authority.
Course accreditation renewed for the period 1 January 2017 until 31 December 2018.
Course accreditation renewed for the period 1 January 2019 until 31 December 2019 (renewed on 25 June 2018).
Everyday Adult Reading and Writing in English
Examples of tasks at this standard include:
The standard is illustrated and exemplified by the Australian Core Skills Framework (ACSF) performance Level 3 (reading, writing and oral communications) descriptors available at: https://www.education.gov.au/australian-core-skills-framework.
Everyday Adult Mathematics
Examples of tasks at this standard include:
The standard is illustrated and exemplified by the Australian Core Skills Framework (ACSF) performance level 3 (numeracy) descriptors available at: https://www.education.gov.au/australian-core-skills-framework.
Everyday Adult Use of Computers and the Internet
The core components of the standard requires appropriate for marking the end of a person’s first stage of life-long learning after school:
A more detailed and technical account illustrating the meaning of the standard follows. This has been organised around the six components of the MCEETYA PMRT Taskforce definition of ‘ICT literacy’. The details that follow are there to illuminate the standard, to flesh out the understanding of ‘everyday adult use of computers and the internet in today’s world’, not to provide a checklist of features that must be individually assessed.
1. ACCESSING INFORMATION
Identifying the information needed and knowing how to find and retrieve information
Operate computer equipment, for example:
Open files, for example:
Close file, for example:
Use common software (such as office applications), for example:
2. MANAGING INFORMATION
Organising and storing information for retrieval and reuse
Retrieve data, for example:
Carry out file maintenance, for example:
Demonstrate understanding of storage and backup requirements in the particular place in which a computer is being used, for example:
Comply with virus protection practices as required, for example:
3. EVALUATING
Reflecting on the processes used to design and construct ICT solutions and about making judgements regarding the integrity, relevance and usefulness of information.
Use manuals and online help to solve problems, for example:
Use internet to source information, for example:
4. DEVELOPING NEW UNDERSTANDINGS
Creating information and knowledge by synthesising, adapting, applying, designing, inventing or authoring
Demonstrate flexibility needed to work efficiently in an ICT environment, for example:
5. COMMUNICATING WITH OTHERS
Exchanging information by sharing knowledge and creating information products to suit the audience, the context and the medium
Produce simple documents on computer, for example Using common software (such as office applications) and:
Use email software, for example
Using common software (such as office applications) and:
Print document, for example:
6. USING ICT APPROPRIATELY
Making critical, reflective and strategic ICT decisions and using ICT responsibly by considering social, legal and ethical issues
Awareness of health/safety guidelines, for example:
Apply ethical standards, for example:
Email and internet etiquette:
Appropriate use of equipment provided in the workplace or public place, for example:
Additional indicators of the standard are contained with the ‘Technical’ aspects of the Australian Core Skills Framework (ACSF) performance Level 3 (reading, writing, oral communications and numeracy) descriptors available at: https://www.education.gov.au/australian-core-skills-framework.
| Broad Description | Illustrative Application | VET competencies at this level are often those characteristic of those found in AQF: | |
|---|---|---|---|
| LEVEL 3 | Successful completion of a qualification at this level would mean that the learner would be able to carry out tasks and activities that involve a combination of theoretical and/or technical and factual knowledge and skills. Judgement is required in varying guidelines or procedures to deal effectively with any unusual or unexpected aspects that may arise. Some skills in organising self and/or others are also needed. | This level is comparable with that considered suitable for courses contributing to the Australian Tertiary Admission Rank (ATAR). | III |
| LEVEL 2 | Successful completion of a qualification at this level would mean that a learner would be able to carry out tasks and activities that involve a range of knowledge and skills. These will include some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. | The TCE requires learners to have at least 80 credit points at this level of complexity or higher. | II |
| LEVEL 1 | Successful completion of a qualification at this level would mean that a learner would be able to carry out tasks and activities that draw on a limited range of basic knowledge and skills. They generally have a substantial repetitive aspect to them. Minimum judgement is needed as there are usually very clear rules, guidelines or procedures to be followed. | Courses at this level meet the minimum complexity set by TASC for a senior secondary course. | I |
ROBUSTNESS
Criteria for robustness ratings
| Robustness Level | Nature of Evidence of Achievement | Reliability/Precision of the Evidence | Validity/Truth of the Evidence |
|---|---|---|---|
| 5 | The evidence is plentiful and varied, tangible, directly related to the achievement, readily open to scrutiny. | It can be shown that the result would not change much with a different assessor or with assessment on another occasion or context and there are monitored procedures/processes that ensure the comparability of results from different providers. | The match of the evidence and the level of performance implied by the result is clear and evident to all reasonable inquirers. |
| 4 | The evidence is ample and directly related to the achievement and much of it is open to scrutiny | ||
| 3 | The evidence is ample and mostly directly related to the achievement but although tangible evidence is not available for scrutiny there are clear reasons to trust the sources from which it came. | It is not likely that the result would change significantly with a different assessor or with assessment on another occasion or context and there are processes for comparability of results from different providers. | There is a relationship between the evidence and some aspects of the level of performance implied by the result. |
| 2 | The evidence is sufficient and available, but at best mostly indirectly related to the achievement and largely inferential. | ||
| 1 | The evidence is slight, indirectly related to the achievement, tenuously inferential, not open to view. | It is likely that the result could change significantly with a different assessor or with the assessment on another occasion and there is no process for comparability of results from different providers. | The evidence is at best tenuously related to the level of performance implied by the result. |
Pathway Planning Standard
Definition – Can demonstrate skills in personal planning that show the person:
Examples of ways in which people show that they meet or exceed this requirement: