Skip Ribbon Commands
Skip to main content
Sign In Skip to Content

Assessment

Accreditation period Units 1–4: 2024–2028

General assessment advice

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

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

Teachers must refer to these publications for current advice.

The principles underpinning all VCE assessment practices are explained in VCE assessment principles.

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 Outdoor and Environmental Study Design examination specifications, past examination papers and corresponding examination reports can be accessed from the VCE examination webpage for Outdoor and Environmental Studies.

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 and VCAL Administrative Handbook section: Scored assessment: School-based Assessment.

Logbooks

(example templates located in teaching and learning materials)

  • Students undertaking this study must maintain a logbook of practical work in each of Units 1 to 4 for recording, authentication and assessment purposes. All items in the logbook must be dated and clearly documented.
  • The logbook is submitted as a requirement for satisfactory completion in each of Units 1 to 4. Teachers must regularly sight and monitor the logbook, particularly for the student-designed practical and/or research investigations in Outcome 3 of Units 1 and 2 and Outcome 3 of Unit 4.
  • Unit 4 Outcome 3 Logbook entries should include a combination of primary and secondary data for the selected key knowledge that students can access during the written report.
  • Appropriate school-assessed coursework tasks in Unit 3 Area of Study 1 and 2 and Unit 4 Area of Study 1 and 2 can be designed for students to draw on primary data recorded in their logbook during outdoor experiences.

    For example, a case study or data analysis task that focuses on a visited outdoor environment, may provide an appropriate opportunity for students to draw on their recorded primary data. To ensure authentication, teachers need to carefully consider; the conditions under which data was recorded in the logbook, what data is appropriate for students to access and the amount of data they can access.

    Any secondary data the teacher deems is required for school-assessed coursework tasks in Unit 3 Area of Study 1 and 2 and Unit 4 Area of Study 1 and 2 should be provided by the teacher.  
  • The logbook can be kept in hard copy or electronic form; however, a hard copy format of the logbook is to be used by students when completing School-assessed Coursework tasks.
  • For authentication purposes, students’ logbook entries should occur while they are completing outdoor experiences, or within the classroom.

Units 1 and 2

All assessments for Units 1 and 2 are school-based. The determination of an S or N for each of Units 1 and 2 is a separate consideration from the assessment of levels of achievement.

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 the VCE Outdoor and Environmental Studies 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.

Development of assessment tasks can be comprised of key knowledge, key skills, outcome statements and unit introductions within the study design. Each task must provide opportunity for achievement of the highest level of performance. Assessment must be appropriate for the student cohort, and wording/language made clear and appropriate for VCE students while reflecting the terminology of the study design.

Unit 1 Outcome 2 Sample approach to developing an assessment task

Visual presentation

This task allows students to research relevant technologies and their influences on outdoor experiences. This Visual presentation should ideally take place after an outdoor experience where students can apply their understanding of technological influence from their own participation in an outdoor experience. Visual presentations allows students to display their understanding in a creative way, which may be using a Prezi or similar.

Where possible choose an outdoor experience the students will be participating in.

Task design

Outdoor experience example: Bushwalking

Teachers should develop an assessment task that enables students to demonstrate their ability to:

  • understand a range of technologies and their influence on an outdoor experience
  • identify examples of technology in this outdoor experience: hiking pack, GPS, Gortex jackets, trangia, tent (material and or design), bushwalking clothing
  • explain how these technological examples have changed over time
  • explain how these technological examples influence participation in the chosen outdoor experience.

Assessing the task

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.

If there are sections to the Visual presentation, it may be appropriate to allocate marks to each section.

The marks allocated, however, should reflect the degree of difficult or complexity required by task words.

Unit 2 Outcome 2 Sample approach to developing an assessment task

A multimedia presentation

This task requires students to research community-based environmental actions, and groups that complete them and promote them to their class.

An account of the positive impacts of this group is to be made and can be presented as a podcast (simple voice recording of a digital device is sufficient). The presentation is not assessed on its level of multimedia skill; rather on its ability to use the spoken word and sound to communicate the message. Multimedia presentations require students to research, present their research, and provide verbal analysis of their research, including any data collected to support their conclusion.

The teacher will provide a prompt or description of content to be included and information about the expected structure and content of the multimedia presentation.

Task design

Teachers should develop an assessment task that allows students to:

  • describe an environmental issue that needs to be addressed, or has been addressed, in a community
  • describe and discuss the community-based environmental action that aimed to counteract this issue
  • analyse how the community-based environmental action promoted positive impacts
  • analyse the effectiveness of the community-based environmental action on improving or caring for the outdoor environment.

Assessing the task

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.

If there are sections to the multimedia presentation, it may be appropriate to allocate marks to each section. The marks allocated, however, should reflect the degree of difficult or complexity required by task words.

Unit 3 Outcome 1 Sample approach to developing an assessment task

Case study

An account of an activity, event or problem that contains a real or hypothetical situation and includes the complexities that would be encountered in the real-world, found in news media or other printed avenues. Case study analysis requires students to practise applying knowledge and thinking skills to a real situation. Students should be analysing, applying knowledge, reasoning and drawing conclusions.

  • The task can either be structured as short answer questions (including extended response), or in the same format as a written report (introduction, body and conclusion).
  • Regardless of the chosen structure, all questions or prompts must require students to directly address the real-life context provided in the stimulus. No generic questions should be asked.
  • If the case study stimulus relates to a visited outdoor environment it could be appropriate to allow students access to the primary data recorded in their logbook whilst visiting the outdoor environment.

Teachers should develop an assessment task that allows the student to:

  • explain characteristics of Australian outdoor environments before humans arrived
  • analyse the changing relationships with Victorian outdoor environments expressed by specific Indigenous peoples’ communities before and after European colonisation
  • analyse the changing relationships of non-Indigenous peoples with Victorian outdoor environments observed during historical time periods
  • describe the beginnings of environmentalism as observed in an historical campaign
  • evaluate the influence of a historical campaign on the development of a government policy or political party.

Unit 4 Outcome 1 Sample approach to developing an assessment task

Data analysis

This task requires students to develop responses to a series of questions based on data provided by the teacher. The teacher needs to set questions, source and select material (including data) and format the task in such a way that it allows students to demonstrate the highest level of performance and the qualities and characteristics that define this.

  • Short answer questions (can include extended response) that require students to directly address the data source(s) provided. No generic questions should be asked

Teachers should develop an assessment task that allows the student to:

  • analyse understandings of the interdependence of the pillars of sustainability and related critiques of sustainability
  • evaluate the health of outdoor environments and create possible solutions to improve environmental health
  • analyse threats to society and outdoor environments
  • justify the importance of healthy outdoor environments for individuals and society
  • analyse possible solutions and mitigation strategies for combatting climate change.

Data analysis sources

  • Multiple examples of data per assessment should be provided, with appropriate questions for students to analyse and apply their understanding of the key knowledge.
  • Data sources suggestions may include extracts form social media posts and newspaper articles about climate change or urbanisation influences on outdoor environments.
  • If the focus of the task is an outdoor environment visited by students, then it could be appropriate for primary data collected and recorded in their logbook whilst on the outdoor experience to be accessible during the school-assessed coursework task.  

Unit 4 Outcome 3 Sample approach to developing an assessment task

Written report

Students undertake an independent investigation, collecting and evaluating information gathered during at least two different visited outdoor environments across both Units 3 and 4.

Teachers select four key knowledge points across Units 3 and 4 and a minimum of two different environments for outdoor experience to occur at the beginning of Unit 3 when students can begin their logbooks.

Primary data is data collected in the field through outdoor environments and outdoor experiences that is reflective of the four key knowledge and skills to be investigated. Multiple sources of data collection provide credibility of findings. Examples of primary data collection may include field observations, participation in outdoor experiences and environments, photographs, sketches, interviews, and reflections.

Secondary data is information that someone else has collected and made available; for example, a teacher, CSIRO of Department of Energy, Environment and Climate Action. When using secondary data it is imperative that the source is referenced and credible. Students may choose to justify their choice of secondary data.

Primary data is generated from outdoor experiences and time spent in the selected outdoor environments. This is combined with the collation of secondary data. The collected data should draw together understandings in a range of outdoor environments. Logbooks should contain a combination of primary data and a summary of secondary data to reflect the selected four key knowledge points from Unit 3 and 4.

Investigation will be assessed through a written report. Students use the evidence recorded in their logbook to produce a written report that demonstrates the application of the key skills and key knowledge for the selected outdoor environments.

Timing of Unit 4 Outcome 3 assessment

The investigation within the selected outdoor environments can occur at any time during Unit 3 or Unit 4, with the expectation that the assessment of the investigation would occur at any time during Unit 4.

Structuring the written report assessment

Key knowledgeKey skills
  • outdoor and environmental concepts related to human relationships with, and the health and sustainable use of, the selected outdoor environments

Teacher key knowledge from across Units 3 and 4

  •  
  •  
  •  
  •  
  • plan for and conduct an independent investigation in a range of outdoor environments

Investigation includes:

  • two different outdoor environments selected
  • four key knowledge points from each area of study across Unit 3 and 4
  • logbook
  • the nature of primary and secondary data relevant to the investigation
  • collect relevant data in a range of outdoor environments, authenticated through use of a logbook

This includes:

  • primary data – data collected in the field
  • secondary data – data collected and made available by a different source (e.g. teacher, CSIRO)
  • conventions of report communication, including appropriate structure (Introduction, Body and Conclusion), terminology and representations of the data
  • evaluate and report data and information, including findings and implications

This includes:

  • Introduction: brief summary of the main findings
  • Body: should provide a detailed evaluation of the selected environments supported by data (primary and/or secondary depending on task requirements)
  • Conclusion: implications/what was learned from the investigation

Units 3 and 4 Performance descriptors

The performance descriptors are advisory and designed to support teacher judgments in making holistic assessments of students' demonstration of the key knowledge and key skills for each outcome. They provide a way for teachers to differentiate between levels of student achievement. Teachers may use their professional judgement to customise the performance descriptors in line with the VCE and VCAL Administrative Handbook and the VCE assessment principles.