VCE Assessment

Learning Outcomes and SACs

As assessments are being finalised for VCE Unit 1 and 3 we have had some students and parents seeking clarification about the difference between a SAC and a Learning Outcome.  Admittedly it can be confusing and even teachers have to seek clarification from time to time.

The VCAA sets the Learning Outcomes for each Area of Study for every subject.  The Learning Outcome is the list of key skills, knowledge and concepts that students must learn.  To gain a satisfactory grade for a subject a student must be able to provide evidence of learning for every aspect of the Learning Outcome. 

School Assessed Coursework (SAC) is a task that is set at a point in time to get an understanding of each students achievement level.  SACs may assess all, or part of, a Learning Outcome.  Students usually get a % grade on a SAC as part of their feedback.

Where a SAC does not assess the whole learning outcome, or where a student has not demonstrated the required evidence of learning on a section of a SAC, they may be asked to provide further evidence of learning.  

In most cases this is straight forward and makes sense.   As a general rule when a students receives a % grade of less than 40% we ask teachers to take a closer look at that students work to ensure all aspects of the Learning Outcome have been met. This may mean the student needs to undertake a redemption task or an additional piece of assessment.  As a result students have a tendency to see 40% as a pass mark (even though VCAA does not have a pass/fail system for SACs).  On occasion a student may perform exceptionally well  on a task  and receive a great % score but miss specific questions that relate to a core aspect of the Learning Outcome.  When this is the case, that student may also be asked to provide further evidence of learning for those aspects to their teacher. This second scenario can be confusing to students particularly when their overall mark is high.

We encourage students and parents who are unclear about assessments to first have a discussion with the classroom teacher, if there is still a lack of clarity a discussion with the Year Level Leader should help clarify things further.

Catherine Ford

Assistant Principal

Later Years