Scored assessment

Units 3 and 4 scored assessment

The results of school-based assessments and external assessments (including examinations) contribute towards a student’s study score in each VCE study and towards their ATAR.

There are 2 forms of school-based assessment for VCE Units 3 and 4 (excluding VCE VM).

• The SAC consists of a set of tasks that assesses each student’s level of achievement in Units 3 and 4 outcomes as specified in the study design. Schools provide a score for each component of coursework specified in the study design. The VCAA aggregates these scores into a single total score for each student, which is then statistically moderated against the examination scores in the study. The GAT may also be used in statistical moderation.
• The SAT is set by the VCAA to assess specific sets of practical skills and knowledge. Teachers assess the student’s level of achievement based on a rating against criteria specified by the VCAA. Schools provide a score for each criterion. The VCAA aggregates these scores into a single total score for each student, which is then statistically moderated against the examination scores in the study. GAT scores may also be used in statistical moderation.

School policies and procedures, including the conditions and rules under which school-based assessment takes place, must be communicated to students and their parent(s) or guardian(s) at the beginning of the academic year or when a student enrols in any VCE unit at the school.

See list of VCE studies with scored assessment in 2025.

School-assessed coursework

Each VCE unit result must be determined based on evidence of achievement completed during the academic year in which the student is enrolled. The VCAA recognises that some schools will begin teaching programs late in the year before enrolment. These programs are generally one to 3 weeks in length. Programs with content from Units 3 and 4 must not include formal school-based assessment for the assessment of levels of achievement or to determine a unit result.

Developing assessment

For each new or revised VCE study from 2022, information that was formerly contained in Advice for teachers is now incorporated and published as Support materials on each VCE study webpage. Information that was contained in a separate Assessment handbook between 2015 and 2022 has been incorporated into a single Advice for teachers publication. Studies accredited before 2015 have both an Advice for teachers and an Assessment handbook.

The Support materials include assessment information about Units 3 and 4 SACs. Advice is provided on how to construct and incorporate assessment tasks and how to grade these tasks using performance descriptors.

Notification of any changes to assessment advice during the course of study will be made available to teachers via the VCAA Bulletin and VCAA website.

Initial school-based assessment

Schools are responsible for the initial SAC assessment. The basis for this is the teacher’s assessment of the performance of each student on the tasks specified in the study design. The Support materials, Advice for teachers and Assessment handbook for each VCE study include advice on SAC assessment.
Schools should not apply any additional ranking processes after initial school-based assessment results have been calculated.

Feedback to students

After assessment tasks are submitted and marked, teachers should provide feedback to students. Appropriate feedback includes:

• advising on particular problem areas
• advising on where and how improvements can be made for further learning
• reporting S or N decisions and providing written comments on students’ performance against each outcome.

Schools may choose this feedback as a basis for reporting to a student’s parent(s) or guardian(s).

Students should also be provided with their initial school-based assessment score for individual SACs. When initial SAC scores are provided, teachers must advise students that their scores may change following statistical moderation.

Schools should include in student VCE handbooks advice about:

• the conditional nature of any SAC marks given to students
• how statistical moderation can impact total scores for SAC.

Refer to the Retention of school-based assessments section for guidance on returning SACs to students.

Lost, stolen or damaged school-assessed coursework

If a teacher or student has lost a SAC or it has been stolen or damaged, they must complete a written statement explaining the circumstances. The statement must be signed, dated and filed at the school. The school must keep a record but is not required to report it to the VCAA. The principal will determine an initial score for the assessment task, acting on advice from the teacher and based on their assessment records.

VCE VET school-assessed coursework

To be eligible for a study score, students must demonstrate competence in the UoCs that make up the Unit 3–4 sequence. Students must also satisfy all the requirements of scored assessment.

Each scored VCE VET program requires the satisfactory completion of 3 SACs that are integrated into the delivery of the VET training program. An assessment plan is required for each VCE VET scored program. Details of the assessment process for scored VCE VET programs are published in the VCE VET Scored Assessment Guide.

School-assessed tasks

A SAT is set by the VCAA to assess specific skills and knowledge. Teachers assess the student’s level of achievement based on a rating against criteria for that task as specified by the VCAA. Schools provide a score for each criterion. The VCAA aggregates these scores into a single total score for each student, which is then statistically moderated against all examination scores in the study.

The information provided here applies to the SATs for the following Units 3 and 4 studies:

• Algorithmics (HESS) (AL03)
• Art Creative Practice (AR03)
• Art Making and Exhibiting (SA03)
• Applied Computing
  • Data Analytics (IT02)
  • Software Development (IT03)
• Media (ME03)
• Product Design and Technologies (DT03)
• Systems Engineering (SE03)
• Visual Communication Design (VC03).

SATs assess specific sets of practical skills and knowledge and are used to measure a student’s level of achievement in Units 3 and 4 as specified in the relevant study design. The VCE study designs outline the task requirements for assessment purposes.

Administrative information for school-based assessment is published annually for each VCE study with a SAT component and includes the scope, nature and criteria for SATs along with authentication information, the Authentication record form and assessment sheet. Teachers must use the correct Administrative information for school-based assessment (available on each VCE study webpage) for the current academic year.

Developmental stages of school-assessed tasks

As part of the authentication process through observations, teachers are required to provide feedback to students on work in progress for a SAT. These comments are to be noted on the Authentication record form.

Teachers must follow the authentication advice in the relevant Administrative information for school-based assessment for their VCE study. This is to ensure no undue assistance is provided to students during the development of a SAT that might lead to uncertainty about the student’s authorship or ownership of the work.

Assessment of school-assessed tasks

Schools are responsible for the initial assessment of a student’s level of achievement in SATs. The basis for this is the teacher’s rating of the performance of each student against the set of criteria that is published each year by the VCAA in the Administrative information for school-based assessment, available on the VCE study webpages. The VCAA provides detailed descriptors of levels of performance for each criterion. These criteria are mandated, and schools must use the descriptors when making assessment judgements.

Information is provided annually through the Administrative information for school-based assessment and the VCAA’s professional learning program and resources, details of which are announced in the VCAA Bulletin or published on the relevant study webpage or both.

Principals must make sure that teachers receive all relevant assessment material and that they use the assessment criteria and advice for the current year, as published on the relevant VCE study webpage, to accurately assess students’ work.

Assessment sheets for school-assessed tasks

The VCAA provides assessment sheets, which are published annually and made available on the relevant VCE study webpage as part of the Administrative information for school-based assessment. The assessment sheets specify the criteria for the awarding of initial scores. Schools must use the assessment sheets for the current academic year. Each criterion has a numerical scale of zero to 10 and schools award an initial score for each criterion. Each criterion score is to be entered on VASS and must be submitted by the relevant submission date. The date on which to return SATs to students is determined by the school after consideration of advice from the VCAA published in Important administrative dates. Schools should maintain access to work completed for assessment until the end of the academic year in which the work was undertaken.

Submitting initial results to the VCAA

The assessing school should enter SAT initial scores into VASS by the due date specified for each study in the Scored assessment schedule.

Feedback to students

Feedback is provided to students at observation points throughout the SAT. These comments are noted on the Authentication record form. In addition, after the SAT has been submitted and marked, teachers provide feedback to students on their level of achievement. This is also documented on the Authentication record form. It must be made clear to students that school assessment results may change due to the statistical moderation process.

Lost, stolen or damaged school-assessed tasks

If a teacher or student has lost a SAT, or the task has been stolen or damaged, they must complete a written statement of the circumstances. The statement must be signed, dated and filed at the school. The school must complete the Report on lost, stolen or damaged school-assessed tasks and externally assessed tasks form, enter an estimated score on VASS and email the form to the School-based assessment audit team.

The principal, acting on advice from the teacher and on the basis of records kept on the Authentication record form, will determine an initial assessment.

School-assessed tasks of students who transfer after the due date

If a student transfers to another school after the due date for the study in which a SAT is scheduled, the student’s SAT must stay with the assessing school until after the return of student work.

Authentication of student work

Principals are responsible for administering the VCAA’s rules and instructions for assessment at their school. One of these rules is that students must ensure that all work submitted for assessment is their own.

As a means of authenticating student work, teachers may consider it appropriate to ask students to demonstrate their understanding of the task when they submit their work. If any part of the work or all of the work cannot be authenticated, the matter must be dealt with as a breach of rules.

Rules for authentication of school-based assessment

When submitting a completed assessment task, students must observe and apply the VCAA authentication rules for school-based assessment. Students must sign the Authentication record for school-based assessment form for work done outside class.

The VCAA authentication rules for school-based assessment state that a student must:

• make sure that all work submitted for assessment is their own
• not plagiarise
• not cheat
• acknowledge all resources used, including
  • texts, websites and other source material
  • the name and status of any person or source who provided assistance and the type of assistance provided
• not receive undue assistance from another person, including their teacher, or source in the preparation and submission of work
• not submit the same piece of work for assessment in more than one study, or more than once within a study
• not circulate or publish a piece of work that is being submitted for assessment in a study in the academic year of enrolment
• not knowingly assist another student in a breach of rules.

Acceptable levels of assistance include:

• incorporating ideas or material derived from other sources (for example, by reading, viewing or note-taking) but which have been transformed by the student and used in a new context
• prompting and general advice from another person or source, which leads to refinements or self-correction or both.

Unacceptable forms of assistance include:

• use of or copying another person’s work, including their teacher’s work, another source’s work or other resources without acknowledgement
• use of or copying sample answers provided by their teacher, another person or another source
• corrections or improvements made or dictated by another person, including their teacher.

In considering if a student’s work is their own, teachers should consider if the work:

• is atypical of other work produced by the student
• is inconsistent with the teacher’s knowledge of the student’s ability
• contains unacknowledged material
• has not been sighted and monitored by the teacher during its development.

Students who complete school-based assessment work outside class must sign and submit the VCAA Authentication record for school-based assessment form.

Use of generative artificial intelligence

The rapid emergence of generative artificial intelligence (genAI) presents both challenges and opportunities for schools in administering school-based assessments. While the integration of assistive technologies in teaching and learning can promote student autonomy and engagement, the ubiquitous use of these technologies may pose a challenge for the authentication of some assessment tasks.

Unattributed or disallowed use of genAI in assessment may be a breach of academic integrity. It must be investigated under the school’s policy for responding to an allegation that a student has breached VCAA rules or school policies for the authentication of school-based assessment.

Students should be provided with appropriate guidance to ensure there is no misunderstanding of the consequences if genAI is used to misrepresent their learning. Teachers should draw on the range of strategies already in place to authenticate learning, building an informed relationship with students as they observe and guide their engagement. These strategies support the importance of tasks that promote transparency in student decision-making, reflection, feedback and collection of evidence of learning.

The VCAA website has additional resources for teachers, including approaches to authentication in the era of genAI.

Authentication of school-assessed coursework

Teachers must develop programs of study that include appropriate set work (learning activities) to enable students to demonstrate achievement of outcomes. To make sure that the work submitted by the students is clearly their own, undue assistance should not be provided to students while undertaking assessment tasks.

Students should be clearly informed of the timelines and the conditions under which assessment tasks are to be conducted, including whether there is provision for the use of support materials and technology.

Work completed outside class

Most work to demonstrate achievement of unit outcomes will be completed in class. However, this does not preclude normal teacher expectations for students to complete research and set work (learning activities) that contribute to gaining key knowledge and skills outside of class time.

Additional work and study completed outside class will be required as part of the student’s regular learning program. The setting and marking of work with a formative focus allows students to develop their knowledge and skills, and allows teachers to provide diagnostic and timely feedback.

A task may require preliminary preparation and activities associated with the task (for example, gathering necessary research data). The teacher decides the amount of work to be completed as homework considering the nature, scope and purpose of the task. Students should be advised just before beginning the task that some information or data may need to be collected outside the classroom.

For SACs undertaken outside of class time, teachers must monitor and record each student’s progress through to completion. This requires regular sightings of the work by the teacher and maintaining records in the Authentication record for school-based assessment form, which is on VASS.

Drafting

Teachers are not required to formally sight drafts or record students’ completion of drafts unless it is a requirement of the VCE study design and/or for authentication purposes. Drafting can remain a part of a teaching and learning strategy, and students may do preliminary drafting for SACs. However, students and teachers must follow the VCAA authentication rules regarding acceptable levels of assistance when providing feedback on the draft, in order to maintain the integrity of the SACs and ensure the authenticity of each student’s work.

Authentication of school-assessed tasks

Teachers must make sure that there is a sufficient range of topics within their SATs to distinguish each student’s work and, therefore, to assist in the authentication process.

Teachers are required to follow the authentication advice in the relevant Administrative information for school-based assessment for their VCE study, available on the VCAA website. This is to make sure no undue assistance is provided to students during the development of a SAT that might lead to uncertainty about the student’s authorship or ownership of the work.

Teachers must monitor and record each student’s work development, from planning and drafting through to completion, in the study-specific Authentication record form, also available on the relevant VCE study webpage. This requires regular sightings of the work by the teacher.

Observations of individual work done in class should be recorded. The teacher and student must sign each recorded observation.

Strategies for avoiding authentication problems

The following strategies will reduce the risk of authentication problems.

• Teachers should devise a teaching and learning program that provides opportunities for students to develop the key knowledge and skills required to produce work that is clearly their own, without undue assistance from another person, including their teacher.
• Teachers should make sure that tasks are stored securely before delivery, to avoid unauthorised release to students that would compromise the assessment. Tasks should not be sent or stored electronically without due care.
• A significant amount of class time should be spent on the task so that the teacher is familiar with each student’s work in progress and can regularly monitor and discuss aspects of the work with each student.
• Students should document the stages of work development, starting with an early part of the task, such as the topic choice, list of resources or preliminary research.
• Copies of each student’s written work should be filed at given stages in their development.
• Assessment tasks should not be recycled, unless sufficient modifications are made to ensure that students cannot use other students’ work from a previous academic year.
• Where commercially produced materials are being used for school-based assessment, the school should make sure the tasks meet the study design requirements and that they have been sufficiently modified to be unique to the school to enable student work to be authenticated.
• Where publicly available materials are being used for school-based assessment, the school should make sure the tasks meet the study design requirements and that they have been sufficiently modified to be unique to the school to enable student work to be authenticated.
• If there is more than one class of a particular study in the school, the school should minimise the time lag between classes when delivering the same school-based assessment across several discrete classes. If this is not possible, the assessment task should be suitably modified for each class.
• If there is more than one class of a particular study in the school, teachers should apply internal moderation or cross-marking to ensure consistency of assessment and identify possible authentication breaches.
• Teachers should be advised to apply the same authentication and record-keeping approach. Early liaison on topics and sharing of draft work between teachers enables possible authentication problems to be identified earlier and appropriate action to be taken sooner.
• Students should acknowledge tutors, if they have them, and discuss and show the work done with them. Ideally, liaison between class teachers and tutors can provide the maximum benefit for students and ensure tutors understand the authentication requirements. Similar advice applies to students who receive regular help from a family member.

Scheduling assessment tasks

Teachers are advised to give students the dates for completion of assessment tasks in advance. The VCAA’s Scored assessment schedule has the dates by which schools must submit results to the VCAA and should be used in conjunction with the Important administrative dates.

Schools should consider issues of authentication and student workload in deciding when specific details regarding tasks are given to students.

An extension may be needed to account for circumstances in which a student or group of students has not been given appropriate time to undertake or complete school-based assessments.

Rescheduling assessment tasks for an entire class

If teachers want to reschedule an assessment task because their students are not ready to be assessed, they should provide adequate notification to all students in the class or classes.

An extension of time for all students in a class should be given only on the condition that they are all given adequate notice and that no student in the class or in another class is advantaged or disadvantaged.

Rescheduling an assessment task for an individual student

Extension of time for an individual student to complete a task should be granted only in special circumstances.

An extension of time may be permitted, but not into the next academic year.

Schools must have a policy outlining conditions under which an extension of time for individuals may be granted. It should be common across all VCE units within a school and should contain details including:

• a formal process for applying for an extension of time
• the rules of eligibility
• the maximum period for an extension
• the conditions under which an extension will be allowed.

See the Administration of Special Provision section.

Extensions for tasks related to UoCs contributing to scored VCE VET sequences cannot be permitted beyond the final date for results submission. Unit completion is essential for finalising study scores, which must be calculated simultaneously for all VCE studies.

Initial school-based assessments

Each school should have established procedures for determining school-based assessments and should apply these procedures consistently. There should be consistency in the decisions made by teachers of individual studies and made by multiple teachers of one study.

All teachers should review the Statistical moderation report (available on VASS) related to their study. Where the internal assessment scale is misaligned against the external assessment scale, the school may want to consider establishing a professional partnership with another provider to further develop teacher capacity to align internal and external assessment scales.

Initial school-based assessments where there is more than one class in the school

If there is more than one class in a study, teachers should consult with one another to develop school-based assessments. The following approaches will help schools review their current assessment arrangements or establish new practices for cross-marking internal moderation or both.

Approach 1

• Teachers meet to discuss performance descriptors or assessment criteria, topics and approaches used for the task.
• Teachers grade the task from their own classes.
• Teachers swap samples and carry out blind marking.
• If necessary, teachers mark further tasks or reassess tasks from their own class.
• Difficult cases are further discussed before results are entered.

Approach 2

• Teachers combine and distribute the student tasks among themselves for assessment. The results are returned to the class teacher, who reassesses all tasks or the tasks of students who have unexpected results.
• Unusual cases are considered by all teachers concerned.

Approach 3

• Samples from all classes are distributed.
• All teachers assess the same tasks.
• Differences in results are discussed to gain a clearer and more consistent understanding of the application of the performance descriptors or assessment criteria.
• When all teachers are confident they have a consistent understanding of the application of the performance descriptors or assessment criteria, each teacher assesses tasks from their own class.

Initial school-based assessments in partnership with another school

Good assessment practice can also be informed by professional discussions with teachers of the same study in other schools. Initial discussions between teachers from the schools involved should occur at the beginning of the academic year.

It can be useful to exchange drafts of typical work early in the process of completing the school-based assessment. The earlier a common understanding between teachers is established, the more smoothly the process will be completed.

Teachers in schools that are combining their individual assessments will find it useful to discuss and come to an agreement on student completion dates.

Refer to the Small-group partnerships section for information about setting up partnerships specifically for school-based assessment.

Producing a combined set of comparable scores for a school-based assessment

The following steps are recommended.

• Participating teachers should discuss the study design requirements, the chosen assessment tasks for each outcome, the performance descriptors or assessment criteria for each task or outcome, and the assessment program of each partnership school. This communication should occur as early as possible, and not later than the expected date of completion of the first designated assessment task for the unit.
• The teachers should establish agreement on the procedures to be followed to ensure comparability of assessments. This includes the scheduling and marking schemes of any tasks to be done in common.
• Each school reviews the assessment tasks of its own students. It is expected that the schools with more than one class for the study will apply their own procedures to achieve comparability of assessments within their school.
• Each school selects student tasks for cross-marking. For small-group partnerships, this should include all the tasks from the school with the small group, and at least an equivalent number from the partner school. Teachers should agree on an appropriate number from other partnerships, preferably at least 5 pieces from each school. For each task, the second marking should be ‘blind’ – that is, made without any knowledge of the assessment given by the student’s own teacher.
• Teachers then discuss both assessments for each task and agree on a final score. If the teachers cannot reach a consensus, the 2 scores should be averaged or adjusted appropriately. As a result of the cross-marking exercise, it may be necessary to adjust the assessments of other tasks not included in the cross-marking.
• When all assessments have been finalised, the scores for each student on each task should be collated in a single list for the partnership. Each school must keep a copy of this list, as the VCAA may request it for analysis.

Externally assessed tasks

Externally assessed tasks assess a student’s level of achievement according to the specified outcomes in the study design and published assessment criteria.

Externally assessed tasks are marked by assessors appointed by the VCAA. However, the authentication requirements for school-based assessment, outlined in the advice for authentication of school-based assessment, must be followed for all student work submitted to the VCAA.

Teachers must ensure that there is a sufficient range of topics or types of works within their class to enable them to distinguish an individual student’s work and therefore to assist in the authentication process.

Teachers must monitor and record each student’s work development, from planning and drafting through to completion, in the Authentication record for externally assessed task form. This requires regular sightings of the work by the teacher.

Observations of individual work done in class should be recorded. The teacher and student must sign each recorded observation.

The Authentication for school-based assessment form signed by the teacher and the student must accompany the documents submitted for assessment.

If the teacher cannot authenticate the student’s final work, they should contact the VCAA before submitting the student’s work for assessment.

For more detailed information about externally assessed tasks for Music Composition, Music Inquiry or Extended Investigation externally assessed task, refer to the relevant study pages on the VCAA website.

Managing score amendments

Student results entered on VASS for that cycle will be locked. Any administrative errors in entering the results must be amended using an SAS, generated through VASS. The principal (or delegate) must sign the completed SAS, and email it to the Student Records and Results unit with:

• a written explanation of the reason for the alteration to the score, signed by the principal
• a copy of the original assessment sheet.

If the SAS is received after the final grade has been allocated, the VCAA will determine the final grade.

Breaches of rules and investigations

School-based assessment

Schools are responsible for ensuring that students comply with VCAA rules for school-based assessment. For advice on school-based assessment, refer to:

• Work completed outside class in the Authentication of school-assessed coursework section
• Strategies for avoiding authentication problems in the Authentication of school-assessed tasks section.

Schools should have their own policy and procedures for responding to allegations that students have breached VCAA examination rules or school-based assessment authentication rules. The policy and procedures should be clear about roles and responsibilities and who the decision-maker is in relation to any alleged breaches. The school policy and procedures should follow the principles of procedural fairness and describe:

• the process that will be followed when an allegation is received
• the communication that can be expected from the school during the process of investigation and decision-making
• the opportunities that will be available for the student to respond to allegations
• the timeframe for investigating and resolving alleged breaches
• the possible penalties and the avenues of appeal.

The school policy and procedures should be made available and explained to students and others in the school community at the start of the academic year.

A student undertaking assessment under test conditions as part of school-based assessment in Units 1–4 must comply with VCAA examination rules and school rules. The VCAA examination rules are published on the VCAA website and distributed to all VCE providers and students in both the GAT brochure and VCE Exams Navigator each year.

Investigation of breaches of school-based assessment rules

The following guidance on processes for responding to breaches of VCAA examination rules or breaches of VCAA rules for authentication of school-based assessment is provided to assist schools in developing their own policy and procedures that are contextualised for their student community. However, this is not a substitute for schools developing and familiarising students with the school’s own policy and procedures.

Reporting alleged breaches of rules in school-based assessment

The school’s policy and procedures should make clear who is responsible for receiving reports of allegations of breaches of rules in school-based assessment. The principal or an authorised member of the principal class may want to be the initial point of contact for reports and delegate the conduct of investigations to a person of appropriate seniority and experience.

Allegations may be made by any person with information that suggests rules have been breached, for example, a teacher, a student, a parent or guardian, or an external party such as a tutor.

Allegations should be handled sensitively and must be kept confidential.

On a school’s receipt of an allegation, the student’s work should not be accepted for assessment, pending an investigation by the school. The original of the final version of the work is to be retained by the school. The student should be given a copy of the work.

Preliminary investigation

On receipt of an allegation, the person appointed to investigate alleged breaches of rules should conduct a preliminary investigation to determine if there is any substance to the allegation that requires further, more rigorous investigation. Detailed records of the preliminary investigation should be kept and may be used in any later decision-making. The school may decide it is appropriate to appoint an external person to carry out the investigation and report back to the school decision-maker. The student should be advised in writing that an investigation is to take place.

Investigation

The purpose of the investigation is to determine whether there is any substance to an allegation that a student has breached VCAA examination rules or VCAA authentication rules for school-based assessment, including the rules for authentication of student work. If so, the evidence should be put to a decision-maker for determination.

The investigator must approach the investigation with an open mind and act fairly and without bias. They should consider the allegation against the student, the evidence of anyone who might have something relevant to say about the allegation, and any documents or information that may shed light on whether an allegation has substance. Some or all the information and evidence gathered during the investigation may show that the allegation against the student is unfounded; this evidence should not be discounted.

The investigation may include discussions with the teacher supervising the assessment and any other witnesses, including other students.

Relevant evidence includes:

• any instructions given to students by the teacher about the conditions under which the school-based assessment was to be undertaken (including the VCAA examination rules)
• the student’s work
• copies of specific notes or another student’s work or any other evidence of copying or cheating, such as unacknowledged source material if such an allegation relates to the use of unauthorised notes or cheating or copying from other students
• samples of other work by the student for comparison, if relevant
• the teacher’s record of authentication
• the teacher’s opinion about the student’s work
• accurate notes of conversations with witnesses, the teacher and the student.

If the investigation suggests there is any substance to any part of the allegation, the student should be informed in writing of the nature of the allegation and be invited to attend an interview to respond. Adequate notice of the interview should be given to the student, who should be given the opportunity to bring a support person to the interview. The support person is there to provide moral support, rather than to represent the student or to speak on their behalf.

If a student elects not to attend an interview, they should be given an opportunity to respond in writing to any allegation against them.

The student’s parent(s) or guardian(s) may be advised of the nature of the allegation, depending on the school’s policy in relation to reporting discipline matters and communication with parent(s) or guardian(s), and the school’s knowledge of the student’s personal circumstances.

If an allegation suggests that a student has submitted work that is not their own, the investigator should ask the student to provide evidence that demonstrates that the work submitted is their own or was completed in accordance with VCAA requirements or both.

The student may be asked to:

• provide evidence of the development of the work
• discuss the content of the work with the teacher and answer questions to demonstrate their knowledge and understanding of the work
• provide samples of their other work
• complete, under supervision, a supplementary assessment task related to the original task.

Decision-making

The school’s policy and procedures should make clear who in the school has the authority to decide if a student has breached VCAA examination rules or VCAA authentication rules for school-based assessment. The principal may want to make the decision following receipt of a report from a staff member or other person appointed to carry out the investigation. Alternatively, the principal may want to delegate their authority to make decisions about alleged breaches of VCAA examination rules and VCAA authentication rules for school-based assessment to a hearing panel of members appointed by the principal.

It is important that the decision-maker is not the same person as the investigator. The material gathered during the investigation should be provided to the decision-maker, including evidence that suggests the allegations are not proven, as well as any responses the student provided during the investigation.

If the decision-maker forms an independent view that the evidence against the student is insufficient to establish the allegations against the student, the decision-maker should confirm this in writing to the student and advise that no further action will be taken.

If the decision-maker considers that there is sufficient evidence to justify a meeting or hearing to decide whether or not the allegations are proven, a meeting or hearing should be convened so that the evidence can be considered, and the student given an opportunity to be heard. The decision-maker should reserve their judgement until they have heard from the student at the meeting or hearing.

The following principles apply to whoever is given the authority to make the decision regarding alleged breaches of rules:

• The decision-maker must act fairly and without bias.
• The student must receive at least 24 hours’ written notice of the meeting or hearing conducted by the decision-maker. The notice should include:
  • the date, time, place and likely duration of the meeting or hearing
  • the allegation(s) against the student
  • the names of all decision-makers
  • advice that the student may bring a support person to the meeting or hearing (see below)
  • the name of a contact person if the student has queries about the meeting or hearing
  • a copy of any evidence that the decision-makers will consider at the meeting or hearing, including whether any witnesses will be present at the meeting or hearing
  • the possible outcomes, including penalties.

It is generally appropriate, depending on the age and circumstances of the student, to allow a parent or guardian or other support person to be present at any interview, meeting or hearing. The meeting or hearing should be conducted at the school, in an environment that is not intimidating but is appropriate given the nature of the allegation.

At the meeting or hearing, the decision-maker must explain the purpose of the meeting or hearing to the student and confirm the allegation against the student and the possible outcomes.

The decision-maker may ask questions of the student.

The student must be given the opportunity at the meeting or hearing to respond to the evidence presented and to ask questions of any witnesses present at the meeting or hearing.

The decision-maker must consider all evidence and submissions carefully, including the student’s response, and whether the allegation (and the student’s defence) is supported by evidence that is relevant and credible.

The decision-maker must consider all relevant factors and no irrelevant factors.

The decision-maker must decide on the balance of probabilities whether the allegation(s) can be proven – the allegation does not have to be proven beyond reasonable doubt.

The decision-maker must decide, in relation to any allegation(s) found to be proven, whether a penalty should be imposed, and, if so, what penalty is appropriate. Subject to the school’s policy on contravention of VCAA examination rules and VCAA rules for authentication of school-based assessment, possible penalties could include:

• a verbal or written warning
• detention or suspension
• refusal to consider the student’s work but an opportunity for the student to resubmit the work if there is sufficient time before the due date for submission of results according to the VCAA schedule
• refusal to accept the part of the student’s work found to have been completed in contravention of VCAA rules and a subsequent determination of the appropriate result for the relevant outcome forming part of the VCE unit
• refusal to accept any part of the work, awarding an N for the outcome.

The decision-maker should inform the student of the decision and any penalty to be imposed at the meeting or hearing, and of the student’s right to appeal the decision of the school to the VCAA in accordance with section 2.5.21 of the Education and Training Reform Act. The decision-maker should keep accurate records of their decision, the reasons for their decision and the penalty imposed, to enable the school to confirm these matters in writing.

After the meeting or hearing, the school must write to the student to confirm:

• the findings of the decision-maker in relation to the allegation(s) against the student (setting out each allegation and corresponding decision)
• the reasons for the decision on each allegation, and the supporting evidence
• any penalty that will be imposed
• information about the student’s right to appeal to the VCAA under section 2.5.21 of the Education and Training Reform Act, including that the appeal must be lodged with the VCAA no later than 14 days after the student receives written notice of the decision from the school.

The school should retain all material related to the allegation in case the student wants to appeal a decision.

If the student’s work was accepted for assessment and a breach of VCAA rules was discovered after the work had been assessed, the penalty should be applied and, if necessary, the student’s records adjusted. For example, the original outcome result may change from an S to an N. If an N is awarded for an outcome, an N will be awarded for the unit concerned.

Similarly, the detected breach of VCAA rules may result in a score change. This score change should be communicated to the VCAA through the completion of the SAS.

Other outcomes may be appropriate if, for example, the breach of VCAA rules relates to the student’s conduct in disrupting a school-based assessment task conducted under test conditions.

Student appeals

The school’s policy and procedures about breaches of VCAA examination rules or school-based assessment authentication rules should include information about the student’s statutory right of appeal against the school’s decision.

Section 2.5.21 of the Education and Training Reform Act provides that a student may appeal to the VCAA against a decision by the school, and any penalty imposed by the school, in respect of a contravention of the VCAA assessment rules relating to school-based assessments. This right of appeal does not apply to decisions about the satisfactory completion of a course arising from a student’s attendance, or other disciplinary decisions of a school not arising from a contravention of VCAA assessment rules.

An appeal against a school decision must be made in writing to the VCAA Chief Executive Officer (CEO) no later than 14 days after the student receives written notice of the decision from the school. On receipt of a notice of appeal from a student, the VCAA CEO must nominate an employee of the Secretary of the Victorian Department of Education to interview the parties to the appeal and attempt to resolve the matter.

Notice of school decision following the resolution process

Following the interviews conducted by the VCAA-nominated representative, the school must notify both the student and the VCAA, in writing and within 7 days, that it has either:

• rescinded its decision and any penalty imposed
• rescinded the penalty imposed
• reduced the penalty imposed
• confirmed both the decision and the penalty imposed.

Student appeal

If the school rescinds its decision and any penalty imposed in relation to the student, the student’s appeal to the VCAA is taken to have been withdrawn.

The VCAA must ask the student to either withdraw the appeal or confirm that the appeal is to proceed if the school has:

• rescinded the penalty imposed
• reduced the penalty imposed
• confirmed both the decision and the penalty imposed.

Appeal hearing

If a student elects to proceed with an appeal, the VCAA CEO must refer the appeal to be heard and determined by a review committee. An appeal of this nature is conducted as a re-hearing. This means that the review committee hears evidence from both the student and the school and makes its own decision on the evidence. It is not a review of the school’s procedures and handling of the allegation(s) against the student.

If the review committee is satisfied on the balance of probabilities that the student has breached VCAA rules relating to school-based assessment, it may decide to:

• reprimand the student
• permit the student, if practicable, to resubmit the schoolwork required for either
• assessment in the study or the course
• satisfactory completion of the study or the course
• refuse to accept part of the work and request the school to assess the student on the remainder of the work submitted
• amend the student’s school-based assessment results.

This decision must be conveyed to the student in writing.

External assessments

Students are required to observe all VCAA examination rules for the conduct of external assessments administered by or on behalf of the VCAA, as well as the day-to-day rules of the school or institution providing the venue for the external assessment.

Principals and chief supervisors are responsible to the VCAA for the conduct of VCE external assessments. Any alleged breach of the VCAA examination rules or any allegation that a student’s assessment has been obtained by fraudulent, illegal or unfair means must be reported to the VCAA. The VCAA CEO may refer serious cases to a review committee, which will conduct a hearing to consider the circumstances of the alleged breach and, if applicable, determine any appropriate penalty. Further information about the role of principals and other school personnel in investigations is set out in the following parts of this section.

All supervisors of VCE external assessments are issued with directions for the administration of the external assessment and are required to report all alleged breaches of rules to the VCAA.

Alleged breach of VCAA rules

If an alleged breach of rules relating to the conduct of a VCE external assessment is detected, the student must be permitted to complete the external assessment, and any discussion considered necessary must be conducted when the external assessment has finished. Unless there are exceptional circumstances, the student must be informed by the supervisor or the school that an incident report is being forwarded to the VCAA.

Supervisors must complete an incident report immediately after the external assessment, providing as much information as possible about any alleged breach, including any relevant circumstances leading up to it, and details of what occurred afterwards. It is important to include all matters associated with the incident, no matter how insignificant they may have appeared. The VCAA may contact supervisors for additional information during an investigation into the alleged breach of rules.

Alleged breaches involving electronic devices, including mobile phones

Students must not possess mobile phones and electronic devices that are capable of storing, receiving or transmitting information or electronic signals, such as recorded music and video players, organisers, dictionaries and computerised watches, during a VCE external assessment.

Students detected with such a device must, upon the direction of a supervisor, surrender that device for inspection. Any confiscated device may be retained, pending any investigation into an alleged breach of VCAA rules. Students must provide reasonable assistance to the VCAA or its representatives to enable examination of the device. Devices should not be returned to students without the VCAA’s prior approval. Schools can contact the VCAA Legal Services unit for further advice via the VCAA email address vcaa@education.vic.gov.au.

Initial investigation

When the VCAA receives reports about incidents during external assessments, it may investigate:

• a suspected breach of VCAA examination rules
• an allegation that a student’s assessment was obtained by fraudulent, illegal or unfair means.

The VCAA will contact schools to request additional information about the student and the incident. The VCE coordinator, subject teacher or year coordinator is usually best placed to provide this information. The VCAA considers this information to determine whether a formal investigation is required.

In its investigation, the VCAA may nominate a person on its behalf to interview the student and any other person who may have information regarding the alleged breach.

A person nominated to interview a student must give them no less than 24 hours’ notice, which:

• need not be in writing
• may nominate a time and place for the interview
• must give particulars of the matter under investigation.

The student must be informed of the matter to be discussed at the interview, any possible further action by the VCAA and the consequences of these actions for the student.

The person who conducts the interview must submit a written report of the interview to the CEO as soon as practicable after the interview.

Decision to proceed to hearing or issue a written reprimand

After considering the interview report the CEO may issue the student a written reprimand, request that a review committee conduct a hearing into the matter under investigation or decide that no further action is required.

The VCAA will notify the school if a student’s case has been referred to a review committee and request that they send a representative to the hearing as support for the student. The review committee will ask the school representative to speak about the student’s character and school experience.

Review committee

Review committees consist of 3 people who are either VCAA Board members or VCAA staff. Chairs of review committees must be VCAA Board members.

Withholding student results

The VCAA may withhold the assessment results of a student who is required to attend a hearing before a review committee until whichever of the following occurs later:

• the decision of the review committee and the expiry of the period of 14 days after the day on which it gave its decision verbally at the hearing
• if the student applies to an appeals committee for review of the decision, notification to the VCAA by the appeals committee of its application determination.

The VCAA will advise the school if a student’s results have been withheld. Wherever possible, the VCAA aims to finalise all investigations and hearings before the VTAC cut-off date for students to submit changes of preference.

Notice of hearing

The CEO must provide a student who is required to attend a hearing before a review committee:

• written notice of the hearing no less than 7 working days before the hearing is due to commence
• copies of the information and documents the VCAA will refer to at the hearing, no less than 5 working days before the hearing is due to commence.

Procedure of the review committee

At a hearing:

• the proceedings must be conducted with as little formality and technicality as the requirements of the Education and Training Reform Actand the proper consideration of the matter permit
• the rules of evidence do not bind the deliberations of the committee; however, it may inform itself in any way it thinks fit
• the rules of natural justice and procedural fairness bind the work of the committee.

Cross-examination of witnesses

The cross-examination of witnesses is at the review committee’s discretion. Any exercise of this discretion must be consistent with the rules of natural justice.

Legal representation for the student

A legal practitioner may represent a student at a hearing before a review committee.

Assisting the review committee

Review committees may be assisted by a person nominated by the VCAA who:

• is entitled to be present during the proceedings
• must ensure that all relevant information is put before the review committee, although they cannot act as prosecutor
• must advise the review committee on any matter it requests, but must not adjudicate on the matter.

Decision of the review committee

If the review committee is satisfied on the balance of probabilities that a student has contravened the VCAA examination rules or engaged in practices that are fraudulent, illegal or deceitful, the review committee may do one of the following:

• reprimand the student
• amend or cancel the student’s grade for the external assessment where the contravention occurred
• amend or cancel the student’s grade for the external assessment where the contravention occurred, and also amend or cancel any or all of the student’s assessments in the same study, including cancellation of satisfactory completion of the study
• amend or cancel the student’s grades for external assessments or other assessments in one or more other studies, including cancellation of satisfactory completion of the study
• cancel all the student’s grades for external assessments and other assessments conducted by the VCAA during the year where the contravention occurred or the assessment was obtained, including cancellation of satisfactory completion of the certificate.

Notification of decision

The review committee must give its decision:

• verbally at the hearing
• in writing to the student no later than 7 days after the hearing.

In its notification to the student, the review committee must set out in its written decision:

• the reasons for its decision
• the findings on material questions of fact that led to the decision.

The review committee must notify the VCAA as soon as is practicable of its decision.

Principals are advised in writing of the outcome of review committee hearings.

Review by an appeals committee

A student affected by a decision of a review committee may apply for review of the decision by an appeals committee on one or both of the following grounds:

• the decision was unreasonable
• the penalty imposed was too harsh.

An application must be made by notice in writing to the CEO, no later than 14 days after the day the review committee gave its decision verbally at the hearing. The CEO must refer an application to an appeals committee for determination.

A student may make a written submission to the appeals committee; however, is not entitled to be heard in support of the written submission or to appear before the appeals committee.

The appeals committee must review a decision made by a review committee having regard to all the documents before it, the review committee’s written decision, and any written submission made by the student.

In determining an application for review of a decision made by a review committee, an appeals committee may:

• affirm the decision under review
• vary the decision under review
• set aside the decision under review.

An appeals committee must notify the VCAA immediately of its determination of an application for review.

Appointment of an appeals committee

An appeals committee consists of 3 members appointed by the Minister for Education (the Minister) to determine applications for review. The Minister may appoint more than one appeals committee at any time.

A member of an appeals committee must not be a member of the VCAA, a member of a VCAA committee or a VCAA employee. Collectively, the members must have knowledge of the assessment programs of the VCAA, the Education and Training Reform Act and the field of secondary education.

Notification of alteration of record of student assessment

If a student’s assessment is amended or cancelled, the VCAA:

• must give written notice to the student concerned
• may give written notice to any other person to whom a copy of the student’s record was previously provided.

Investigation of teacher errors

It is the responsibility of schools delivering VCE studies to ensure that teachers use the accredited VCAA curriculum and assessment documents, including the current prescribed text lists and approved works.

In exceptional cases, the VCAA may consider an application by a principal that students have, or may have been, disadvantaged because of a teacher’s failure to teach and/or assess a significant part of an accredited VCE study design or VCE VET program.

Where a teacher error is identified during the academic year, the principal should ensure that, as far as possible, issues are managed by the school during the academic year.

The VCAA can provide support to schools seeking advice about how to address situations identified during the school year.

Teacher error enquiries should be directed to the VCE Assessment Review Team.

A formal teacher error application must be submitted by the principal, in writing, to apply on behalf of students who have or may have been disadvantaged by an alleged teacher error and provide an outline of the error and any action taken to determine how the error occurred. Further advice about eligibility should be sought from the VCAA, prior to lodging a formal application.

On receipt of a principal’s formal application, an investigation into the matter may be undertaken by the VCAA. This may include interviewing relevant parties. The VCAA may determine:

• that there is no teacher error or no evidence of student disadvantage
• that the school must provide an additional opportunity for each student to complete the assessment
• whether the circumstances warrant an adjustment to the student's assessment result and, if so, the level of adjustment that should be made.

The VCAA will not consider matters concerning teacher qualifications, teacher availability or quality of teaching staff. The VCAA will not enter into a dispute between a student and their school as to whether an error occurred.

The application must be lodged at the VCAA no later than the last day of the academic year in which the teacher error is alleged to have occurred. Late applications will not be accepted.

Student complaints

Schools must have clear policies and procedures in place for when a student, parent or guardian makes a complaint about the school, or the actions of a person connected to the school, including non-compliance by teachers and/or schools in implementation of the VCE. These policies and procedures must be publicly available to students and their parents or guardians.

The VCAA is obligated to investigate complaints to determine whether the school is delivering VCE assessments in accordance with VCAA policies, the requirements outlined in the VCE Administrative Handbook 2025, the Agreement to deliver the VCE in the Victorian academic year, and relevant VCE study designs. Complaints may concern any aspect of VCE assessment, including the conduct of assessments and decisions regarding assessment results.

The VCAA’s role and investigative powers include:

• Permission to teach VCE studies: The VCAA is the body responsible for granting schools permission to deliver VCE studies. It ensures that schools meet all required standards for VCE delivery and assessment. The VCAA also retains the right to review and, if necessary, revoke a school’s permission to teach VCE studies if it fails to comply with VCE requirements.
• Investigation of provider non-compliance: The VCAA has the authority to investigate any allegations of non-compliance under the Education and Training Reform Act. The investigation will assess whether the school is meeting the required standards for delivering VCE studies and assessments in accordance with VCAA guidelines.
• Request for documentation: As part of the investigation process, the VCAA may request documentation from the school, including policies, procedures, and assessment records related to the VCE. Schools are required to comply with these requests to ensure transparency and accountability.
• Issuing directives: If non-compliance is identified, the VCAA has the power to issue directives to the school, requiring changes to policies or procedures that do not meet the standards set out in the VCE Administrative Handbook 2025 or other VCAA guidelines.
• Authority to audit: The VCAA may conduct audits of a school’s VCE programs if a complaint is made or as part of regular quality assurance measures. Audits may include a review of the school’s assessment practices, integrity measures and overall compliance with VCE standards.

Students and their parents or guardians must first follow the complaints procedure of their school and, where applicable, the school's governing body such as the Department of Education (for government schools), the Victorian Catholic Education Authority (for Catholic schools) or the school board (for independent schools).

Schools must respond in writing to any complaints and inform the student or their parent(s) or guardian(s) of the outcome of any investigation conducted in relation to the complaint. If students or their parent(s) or guardian(s) are not satisfied with the outcome, they can contact the VCAA. Complaints must be made in writing to the CEO of the VCAA no later than 14 days after receiving written notice of the school’s decision.

Upon receipt of a complaint, the CEO of the VCAA may convene a panel to investigate the allegations. This panel has the authority to:

• request evidence from all parties involved in the allegations
• request to interview all relevant parties regarding the allegations.

On completion of the investigation, the panel will provide a report to the VCAA VCE Integrity Committee and VCAA CEO to determine appropriate actions.
Actions may include:

• instructing the school to amend policies or procedures not in line with the VCE Administrative Handbook 2025
• overturning decisions not in line with the VCE Administrative Handbook 2025
• requesting a school-based assessment audit
• reviewing the school’s permission to teach VCE studies
• referring the school to the VRQA.