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Assessment

Accreditation period Units 1-4: 2025-2029


General assessment advice

Advice on matters related to the administration of Victorian Certificate of Education (VCE) is published annually in the VCE Administrative Handbook

Updates to matters related to the administration of VCE assessment are published in the VCAA Bulletin. Subscribe to the VCAA Bulletin.

Teachers must refer to these publications for current advice.

The VCE assessment principles underpin all VCE assessment practices and should guide teachers in their design and implementation of School-assessed Coursework (SACs). When developing SAC tasks, teachers should also refer to the VCAA policies and school assessment procedures as specified in the VCE Administrative Handbook section: Scored assessment: School-based Assessment.

The VCAA assessment principles determine that assessment of the VCE should be:

  • Valid and reasonable
  • Equitable
  • Balanced
  • Efficient.

Essentially, these principles invite schools and teachers to create assessment practices, including tasks and tools, that enable students to demonstrate their knowledge and understanding of the outcome statements, and the key knowledge and key skills through a range of opportunities and in different contexts (balanced), that do not advantage or disadvantage certain groups of students on the basis of circumstances and contexts (equitable), that are not overly onerous in terms of workload and time (efficient) and that only assess that which is explicitly described in the study design.

The glossary of command terms provides a list of terms commonly used across the Victorian Curriculum F–10, VCE study designs and VCE examinations and to help students better understand the requirements of command terms in the context of their discipline.

VCE Drama Study Design examination specifications, past examination papers and corresponding examination reports can be accessed from the VCE examination webpages

Graded Distributions for Graded Assessment can be accessed from the VCAA Senior Secondary Certificate Statistical Information webpage.

Excepting third-party elements, schools may use this resource in accordance with the VCAA’s Educational Allowance (VCAA Copyright and Intellectual Property Policy).

Conditions of tasks

For Units 1-4 assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Students should be clearly informed of the timelines and the conditions under which assessment tasks are to be conducted, including whether any resources are permitted.

Points to consider in developing an assessment task:

  1. List the relevant content from the areas of study and the relevant key knowledge and key skills for the outcomes.
  2. Develop the assessment task according to the specifications in the study design. It is possible for students in the same class to undertake different tasks, or variations of components for a task; however, teachers must ensure that the tasks or variations are comparable in scope and demand.
  3. Identify the qualities and characteristics that you are looking for in a student response and map these to the criteria, descriptors, rubrics or marking schemes being used to assess level of achievement.
  4. Identify the nature and sequence of teaching and learning activities to cover the relevant content, and key knowledge and key skills outlined in the study design, and to provide for different learning styles.
  5. Decide the most appropriate time to set the task. This decision is the result of several considerations including:
    • the estimated time it will take to cover the relevant content from the areas of study and the relevant key knowledge and key skills for the outcomes
    • the possible need to provide preparatory activities or tasks
    • the likely length of time required for students to complete the task
    • when tasks are being conducted in other studies and the workload implications for students.

Authentication

The teacher must consider the authentication strategies relevant for each assessment task. Information regarding VCAA authentication rules can be found in the VCE Administrative Handbook section: Scored assessment: School-based Assessment.

Units 1 and 2

All assessments for Units 1 and 2 are school-based. The determination of a satisfactory (S) or not satisfactory (N) for each of Units 1 and 2 is a separate consideration from the assessment of levels of achievement. This distinction means that a student can receive a very low numerical score in a formal assessment task but still achieve an S for the outcome.

The decision about satisfactory completion of outcomes is based on the teacher’s judgment of the student’s overall performance on a combination of set work and assessment tasks related to the outcomes. Students should be provided with multiple opportunities across the learning program to develop and demonstrate the key knowledge and key skills required for the outcomes for the unit. If a student, in the judgement of the teacher, did not meet the required standard for satisfactory completion of the outcome through the completion of the set work and assessment task(s) then they should be afforded additional opportunities to demonstrate the outcome through submitting further evidence; for example, a teacher may consider work previously submitted (class work, homework), additional tasks or discussions with the student that demonstrate their achievement of the outcome (i.e. a student can demonstrate their understanding in a different language mode, such as through speaking rather than writing) as further evidence provided it meets the requirements and is consistent with the established school processes.

Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for schools to decide. Schools have flexibility in deciding how many and which assessment tasks they use for each outcome, provided that these decisions are in accordance with VCE Drama Study Design and VCE Assessment Principles.

Teachers should note the cognitive demand of the command terms in the outcome statements to determine the type of teaching and learning activities and evidence of student understanding that will be needed for students to demonstrate satisfactory completion of each outcome.

Units 3 and 4

School-assessed Task – Part 1

Unit 3 Sample approaches to developing an assessment task

Unit 3, Outcome 1

On completion of this unit, the student should be able to develop and present characters within a devised ensemble performance that goes beyond a representation of life at it is lived.

Introducing the task

In Unit 3, Outcome 1 students work in groups to create and perform an original ensemble performance. Students respond to stimulus to devise their own performance material, following the play-making process. Drawing from their understanding of other drama practitioners and performance styles, they experiment with different conventions and dramatic elements, consider production areas, and manipulate actor–audience relationships.

Preparing for the task

Preparation for the task begins at the commencement of Unit 3 and can include a number of stages. Throughout the development of a performance, students may explore stimuli through the lens of different performance styles and practitioners to guide their play-making. Students should explore each part of the play-making process as part of the preparation for this assessment task.

Developing the task

Teachers provide the performance structure and/or stimulus for the performance around a given theme to which students can respond in their play-making. Different ensemble groups may respond to different performance structures or stimuli, but these should be equitable across each group.

Information about when and where the performance will take place should be provided in the task instructions. A task sheet outlining requirements of the task, including prescribed length, style(s) and stimulus or theme(s), as well as a timeline should be provided for students.

Designing the task

The task requires students to work collaboratively to explore a stimulus and each part of the play-making process through practical workshops. The stimulus material for this task should:

  • be appropriate for sustained study
  • provoke students to conduct wide research
  • present different creative possibilities for students to explore through the play-making process.

Students should have flexibility in the way they approach the devising process and how they interpret the stimulus. They should be able to explore different characters, performance styles and conventions in the devising and presentation of their performance.

The task should allow students to:

  • collaborate and take on different roles in the process of devising an ensemble performance
  • use play-making techniques to explore the dramatic potential of stimulus material
  • explore a range of performance styles and practitioners
  • experiment with a range of dramatic elements and conventions to create meaning and affect the audience in different ways
  • experiment with a range of production areas and how they communicate different meanings and ideas
  • extract dramatic potential of performance focus and use play-making techniques to explore a range of settings and characters
  • explore and apply different approaches to the manipulation of conventions including application of symbol and transformation of character, time and place
  • develop dramatic meaning and apply symbol in performance to support that meaning
  • present a range of characters and transformations through the use of their expressive and performance skills
  • perform to an audience.

Task conditions

The task is worth 100 marks.

Students work in groups of two or more. Each student should have the opportunity to demonstrate their skills in the presentation of their work. Each student should have approximately 5–8 minutes of primary focus performance time in the work. For example, in a group of five, the complete performance should be 25–40 minutes in duration.

Where possible, all students in a class should be assessed under common conditions; for example, at a performance evening.

Marking the task

Teachers should use the VCAA performance descriptors to guide their rubric and/or making scheme.

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they commence the task.

Authentication

Students should maintain documentation of their play-making, including their research, brainstorming, the findings from their improvisations and scripting. Teachers should regularly observe the work of each group and monitor contributions of individual students during class time to ensure that work can be authenticated.


Unit 3, Outcome 2

On completion of this unit, the student should be able to describe, analyse and evaluate the use of processes, play-making techniques and skills to create, develop and present a devised ensemble performance.

Introducing the task

In Unit 3, Outcome 2 students focus on the devising process of the ensemble performance developed in Outcome 1. They describe, analyse and evaluate their use of play-making techniques, expressive and performance skills, their use of dramatic elements, performance styles, production areas and conventions, including application of symbol and transformation of character, time and place, as well as their use of stimulus and reference material.

The description, analysis and evaluation may be presented in one or both of the following formats:

  • an oral presentation
  • written responses to structured questions.

Preparing for the task

Students should keep a record of their play-making, including the creation, development and presentation of their ensemble performance, from researching through to refining their performance. This documentation should cover all play-making techniques and can be maintained electronically (such as annotated notes and images in an app), as a visual diary or storyboard, or in a physical written format. It might include research findings, feedback obtained, personal reflections, script excerpts, and ideas for how to sustainably manipulate production elements.

Teachers can provide a framework to help students include notes on relevant topics in their documentation.

Designing the task

The task design needs to allow for equity across the class while catering for the needs of individual students. For example, students will respond to the same prompts or questions irrespective of the performance style they worked within for their ensemble performance, or the way they approached the play-making process.

The assessment task should focus on how students have:

  • responded to stimulus material and reference material to develop an ensemble performance
  • used play-making techniques to develop ensemble performance
  • presented performance styles, conventions, dramatic elements and production areas
  • manipulated expressive and performance skills to communicate characters
  • created, maintained and/or manipulated the actor–audience relationship.

Task conditions

The task is worth 25 marks.

Where possible all students in a class should be assessed under common conditions; for example, all students could be given a short period of time to prepare responses to structured questions and then complete an oral presentation of their work in another session. Alternatively, students could answer structured questions under timed conditions.

Marking the task

Teachers should use the VCAA performance descriptors to guide their rubric and/or making scheme.

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they commence the task.

Authentication

Students should complete the majority of the preparation for this task in class to minimise authentication issues. Students could complete practice questions, or submit a draft presentation to assist with authentication for this task.

Unit 3, Outcome 3

On completion of this unit, the student should be able to analyse and evaluate a professional drama performance from the prescribed VCE Drama Playlist.

Introducing the task

In Unit 3, Outcome 3 students analyse and evaluate a professional performance they have seen, from the VCE Drama Playlist (published annually by the VCAA). They describe, analyse and evaluate the use of expressive and performance skills, dramatic elements, production areas and conventions including application of symbol and transformation of character, time and place, and performance styles.

The analysis and evaluation will be presented as written responses to structured questions.

Preparing for the task

Students should discuss the performance as soon as is practical following their viewing of the performance. Students should take notes about specific moments from the performance where dramatic elements, conventions and performance styles were manipulated, and write detailed descriptions of each scene. Students can respond to practice questions in preparation for this task in order to better understand how to address different command verbs, and use dramatic terminology effectively.

Designing the task

When selecting a play to study, teachers should refer to the ‘Safety and wellbeing’ section of the study design.

The task design needs to allow for equity across the class while catering for the needs of individual students. For example, students will respond to the same prompts or questions irrespective of the play they have seen (where students may have seen different or multiple plays from the Playlist).

The assessment task should focus on how creatives have:

  • represented characters within performance
  • manipulated conventions, dramatic elements and production areas
  • presented and manipulated performance styles and/or contemporary drama practices
  • used expressive and performance skills
  • established, maintained and/or manipulated the actor–audience relationship.

The questions provided to students should cover a range of command terms and teachers should use the key knowledge and key skills in the study design to develop the questions.

Task conditions

The task is worth 25 marks.

Where possible all students in a class should be assessed under common conditions; for example, all students answering structured questions under timed conditions.

Marking the task

Teachers should use the VCAA Performance Descriptor to guide their rubric and/or making scheme.

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they commence the task.

Authentication

Students should complete this task under timed conditions to ensure authentication.


Unit 4 Sample approaches to developing an assessment task

Unit 4, Outcome 1

On completion of this unit, the student should be able to demonstrate, in response to selected stimulus material from the VCE Solo performance examination, application of symbol and transformation of character, time and place; and identify, describe and explain the techniques used.

Introducing the task

In Unit 4, Outcome 1 students devise and present a one-to-two-minute solo demonstration that explores application of symbol and transformation of character, time and place. The character is to be drawn from one of the prescribed structures as published in the VCE Drama performance examination document of the current year. Students produce a written or oral statement that identifies how key conventions were applied in the development of their work.

Preparing the task

Preparation for the task begins at the commencement of Unit 4 and could be completed over a two to three-week period during which, for example, each lesson would be focused on a specific area of the play-making process.

Developing the task

Teachers should provide students with a formal information sheet that covers key task instructions, a breakdown of the timeline including check-in points, and details of where the demonstration will be held and the conditions of the written or oral statement.

Designing the task

The task requires students to explore and develop skills in play-making techniques to develop and present a short demonstration of a solo that includes application of symbol and transformation of character, time and place. Students explore the dramatic potential of character(s), the performance focus and provided stimulus and resources. The devising process of the solo performance will be further explored when developing their extended solo performance for the end-of-year examination.

The task should allow students to:

  • use play-making techniques to explore the dramatic potential of the character(s), performance focus, stimulus and resources in the chosen prescribed structure
  • explore and apply different approaches to the manipulation of conventions, including application of symbol and transformation of character, time and place
  • identify, describe and explain techniques used in development of a solo performance
  • perform the devised work in an informal setting.

Task conditions

The task is worth 25 marks.

The task comprises a one-to-two-minute solo demonstration and a short oral or written statement.

Where possible all students in a class should be assessed under common conditions; for example, in a classroom setting.

Marking the task

Teachers should use the VCAA performance descriptors to guide their rubric and/or making scheme.

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they commence the task.

Unit 4, Outcome 3

On completion of this unit, the student should be able to describe, analyse and evaluate the creation, development and presentation of a solo performance devised in response to a prescribed structure.

Introducing the task

In Unit 4, Outcome 3 students analyse and evaluate the creative processes used to develop and present a solo performance in response to a prescribed structure. Students respond in written format to prescribed, structured questions using examples from the development of their solo performance in Outcome 2. Students describe, analyse and evaluate the use of conventions including application of symbol and transformation of time and place, dramatic elements, expressive skills, performance skills, performance styles, play-making techniques, production areas and use of stimulus and resource material.

Preparing the task

To support the analysis and evaluation of the play-making process, students should maintain documentation of the creative process while developing their solo performance during Outcome 2. The documentation should refer to each of the play-making techniques and may be kept in an electronic format, as a visual diary, or in a physical written format.

Designing the task

The task design needs to allow for equity across the class while still allowing for individualised responses. For example, all students respond to the same questions irrespective of their chosen solo performance structure.

The assessment task should focus on how students have:

  • used stimulus material and resource material to develop a solo performance
  • used play-making techniques to develop a solo performance
  • manipulated performance styles, conventions, dramatic elements and production areas
  • used expressive and performance skills to communicate characters.

Task conditions

The task is worth 25 marks

Students should be assessed under common conditions; for example, in an examination setting.

Marking the task

Teachers should use the VCAA performance descriptors to guide their rubric and/or making scheme.

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they commence the task.

Authentication

Students should complete the assessment task under examination conditions in order to minimise authentication issues.

Performance descriptors

The VCAA performance descriptors are advice only and provide a guide to developing an assessment tool when assessing the outcomes of each area of study. The performance descriptors can be adapted and customised by teachers in consideration of their context and cohort, and to complement existing assessment procedures in line with the VCE Administrative Handbook and the VCE assessment principles.

VCE performance descriptors can assist teachers in:

  • moderating student work,
  • making consistent assessment,
  • helping determine student point of readiness (zone of proximal development), and
  • providing more detailed information for reporting purposes.

Using VCE performance descriptors can assist students by providing them with informed, detailed feedback and by showing them what improvement looks like.

Teachers can also explore the VCE performance descriptors with their students, unpacking the levels of expected performance so students have a clear understanding of what can be possible in terms of development and achievement.

When developing SAC tasks, teachers are advised to adapt the VCAA VCE performance descriptors to relate to the SAC task used and their school context. Teachers should use their professional judgment when deciding how to adapt the rubrics, considering the VCE assessment Principles, the requirements of the relevant study design, the relevant outcome, key knowledge, key skills and assessment tasks, and the student cohort.

Teachers may consider using the following guidelines when adapting the VCE Performance descriptors and/or developing an assessment tool:

  • Develop the SAC task and assessment rubric simultaneously.
  • Assess the outcome through a representative sample of key knowledge and key skills. Not all key knowledge and key skills will be formally assessed in a SAC task – some key knowledge and key skills are observable in classroom engagement and learning – but all criteria in any assessment tool must be drawn directly from the study design.
  • Select the components of the VCE Performance descriptors that are most appropriate and most relevant for the selected outcome and SAC task.
  • Attempt to capture the skill level of a range of students within the cohort: the lowest expected quality of performance should be something most or all students can do, and the highest expected quality of performance should be something that extends the most able students. Similarly, ensure that the range of qualities identified in the rubric shows the lower and the upper range of what an individual student could show in terms of the outcome, key knowledge and the key skills.
  • Where necessary, add specific key knowledge and/or key skills to provide context to the expected qualities of performance.
  • Where necessary, remove expected qualities of performance that may not be relevant to the selected outcome and developed SAC task.
  • Show a clear gradation across the expected qualities of performance, indicating progression from one quality to the next.
  • Use consistent language from the study design outcome, key knowledge and key skills.
  • Ensure command terms reflect the cognitive demands of the outcome. Refer to the glossary of command terms for a list of terms commonly used across the Victorian Curriculum F–10, VCE study designs and VCE examinations.