Students, families and schools have had a tough year due to the bushfires and the coronavirus (COVID-19) pandemic in Victoria. Some students have faced school closures, direct impacts on their physical and mental health and wellbeing and some have taken on extra family responsibilities.
Recognising these challenges, the Victorian Curriculum and Assessment Authority (VCAA) has introduced the ‘Consideration of Educational Disadvantage’ (CED) process, which takes into account significant disruptions to student learning caused by the coronavirus.
Under this process, the VCAA will consider a range of data provided by schools, together with each student’s examination results, including the General Achievement Test (GAT) and appropriate comparisons of performance across all assessments and schools, when undertaking its analysis to ensure the validity of final results. Students whose performance has been severely impacted by the pandemic and bushfires will have their circumstances considered when calculating their individual final scores to ensure their results are fair.
The CED process will consider how students have been affected by circumstances including (but not limited to):
- school closures
- direct impacts on the health of a student
- students dealing with substantial extra family responsibilities
- ongoing issues with remote learning (including intermittent access and suitability)
- mental health challenges.
The CED process is just one element in the suite of changes the VCAA has made to the curriculum and assessment process in 2020 due to the bushfires and/or the coronavirus (COVID-19) pandemic. Other changes the VCAA has already put in place include reducing course content and assessments for Unit 4, rescheduling the GAT and extending Term 4 for VCE students, with examinations being held later in the year than usual.
The CED is a new process that will be embedded in the VCAA’s well-established assessment processes. The CED will apply to every student completing scored VCE, VCE/VET Units 3 and 4 in 2020 (including Year 11 and 10 students).
The aim of CED is to restore students’ results to where they would be without the disruptions that have occurred in 2020. Students’ final scores on examinations will be equal to or higher than their achieved scores.
The CED process involves collecting information from students and schools, validating evidence and moderating scores and grades.
- Students may submit a Student Statement (optional), which provides students an opportunity to bring significant disadvantage experienced as a result of the bushfires and/or the coronavirus (COVID-19) pandemic to their teacher’s attention.
- Schools will provide initial scores and indicative grades as per the normal process. In 2020, schools will also provide expected scores and grades (i.e. a student’s expected level of achievement had it not been for the bushfires and/or the coronavirus (COVID-19) pandemic) for all students in all studies. Expected scores and grades are new to 2020.
- The VCAA will undertake robust analysis and moderation process based on the data and consider every student’s performance in every study and in each assessment.
The CED moderation process is based on the well-established Derived Examination Score (DES) process.
Every student will be considered through the CED, but not every student has been disadvantaged. Some have had a hard time adjusting to online learning, while others have thrived. That’s because every student is different and every student’s experience in 2020 will be different.
Teachers will make a professional judgement based on all available information about you, including your Student Statement (if you wish to submit one), your performance during the year and the degree to which your performance has been affected by the bushfires and/or the coronavirus (COVID-19) pandemic. Teachers are best placed to make these judgements because they know you and your circumstances best.
The CED will not negatively impact your results. The aim of CED is to restore every student’s results to where they would be without the disruptions that have occurred in 2020. Your final scores on examinations will be equal to or higher than your achieved scores.
No. VCE and VCAL students will receive their results by 30 December 2020. This means university offers can be made to Victorian students in time for the start of the 2021 academic year. It also means that your pathways to university or TAFE will be exactly the same as students right around the country.
We are working closely with Victorian Tertiary Admissions Centre (VTAC) to ensure that all students will receive fair and reliable results in 2020 and access to tertiary pathways in 2021. Students applying for tertiary places in 2021 can also submit a Special Entry Access Scheme (SEAS) application to the Victorian Tertiary Admissions Centre (VTAC).
You will be eligible to apply for a Derived Examination Score (DES) if you were prevented from completing an examination or your performance was significantly impacted because of bushfires and/or the coronavirus (COVID-19) pandemic.
Evidence you may need to provide include:
- A supporting letter/incident report from the school, and
- Evidence of testing for coronavirus (COVID-19), such as a medical certificate from an independent health professional recommending testing or direction to isolate having been identified as a close contact of a confirmed case of coronavirus (COVID-19).
If you wish to find out more information about your results, you can request a Statement of Marks and a Statement of Study Score:
Statement of Marks shows the score you received for each question or criterion on an external assessment. It also provides a range of scores that correspond to the grades you received.
Statement of Study Scores provides a detailed breakdown of how your study score was calculated.
If you require further support to interpret your scores, you should contact your school to help you better understand how the CED has affected your school-based assessment scores and the Expected Grade for your external assessment.
If your school believes there is a significant difference in the results you received and the results your school expected you to receive, your school may wish to make an application to the VCAA for Confirmation of Grades (as per previous years).
Yes. In addition to the CED, you may also access special provision, including Derived Examination Score (DES) and VTAC’s Special Entry Access Scheme (SEAS) in special circumstances.
You will be eligible to apply for a DES if you were prevented from completing an examination or your performance was significantly impacted because of the coronavirus (COVID-19) pandemic.
If you have experienced other circumstances that have negatively affected your education, such as financial disadvantage, health issues or other difficult circumstances outside of your control, you may be eligible to apply for the SEAS program through VTAC. Your SEAS assessment will impact your selection rank for the courses you apply for; not your ATAR.
Contact your school for more information, or see
https://www.vtac.edu.au/seas.html for further details on the SEAS program.
No. Your results and how you are considered through the CED process will not be impacted if you did not submit a Student Statement. The submission of a Student Statement is optional. Teachers will make a professional judgement based on all available information about you, your performance during the year and the degree to which your performance has been affected by the bushfires and/or the coronavirus (COVID-19) pandemic. Teachers are best placed to make these judgements because they know you and your circumstances best.
Every student will be considered through the CED process which involves collecting information from students and schools, validating evidence and moderating scores and grades. The VCAA will undertake robust analysis and moderation process based on the data and consider every student’s performance in every study and in each assessment.