Assessment and Reporting

Congratulations to all students for the effort they have put into their studies in recent weeks. As Term 1 comes to an end, students have been involved in a number of assessments of student learning.

Assessment and reporting are vital processes which provide information about what students know and can do, and to make recommendations for their future learning. Assessment is an integral part of the teaching and learning program at Mount St. Joseph Girls' College.

Student assessment may take a variety of formats depending on the nature of the subject. Subject assessment tasks seek to draw out the students’ knowledge, process capabilities and skills rather than simply focusing on recall of information out of context. Tasks, depending on the subject, may include a test, an extended assignment, oral or media presentation, research task, performance or practical task, or an experimental or investigative task. Students receive feedback through rubrics outlining the criteria assessing the task or unit of work.

Formative assessment is used to monitor learning progress during a learning sequence. It provides continuous feedback to teachers and students, which enables them to monitor progress and identify and address needs in learning.

Summative assessment seeks to establish the level of achievement attained by a student, and typically occurs at the end of a learning sequence, course or unit. The main purpose of summative assessment is to establish levels of achievement for reporting.

Continuous Reporting

The College Learning Management System (CANVAS) provides a progressive and up to date picture of your daughter’s academic progress. This includes achievement levels and feedback in assessment tasks.

Learning as a ‘Meaning Making’ Process

‘Death of Creativity’ is one of Sir Ken Robinson’s videos and in this, he states three things about humans: we are all unique and different, we are all naturally curious and we are all creative.

As Term 1 comes to an end, we understand and appreciate that our students are exactly those things. By creating as many opportunities to think, collaborate, test, try, revise, try again and reflect on the learning process, we are ensuring our girls will progress and develop each and every year.

We endeavour at MSJ to guide our students along their learning journey by ensuring they are actively involved in the construction of understanding. We are working to offer greater student choices in their learning as well as stronger voice in how they demonstrate their understandings.

Another integral aspect of the learning journey is the reflection of process, of progress and of result. It is vital that our students take the time with an assessment and results to not only look at the bottom line but to consider ‘What went well’ and ‘Next time I will…’. Take the time to have these important conversations with your children.

Help your child reflect and discuss their experiences in each of their classes and what is going well for them. They could consider what they need in the coming weeks and months to improve and grow. Have your children lead the conversation and own the experience so they take greater meaning from it.

FIVE Messages for Girls That Could Make All the Difference

In light of International Women’s Day, the following article was published online as a way to break down the big issues and empower girls in their day to day experiences. A summary is below.

To access the article

1. Get rid of the ‘shoulds’.

There are very few words in our language that have as much power as ‘should’. “You should do this”, “You should do that”. Sadly, we tend to use this weapon most powerfully on ourselves. ‘Should’ gives you only two options; pass or fail. If you got rid of the ‘shoulds’ in life, what would you be free to be?

2. Be brave enough to be you

One of the bravest and hardest things you can do in life is be authentic, but it’s worth it. You decide who you are, and you decide your worth.

Other people’s opinions have nothing to do with you. Equally as important is letting other people be themselves.

3. Write your own narrative.

Look for the women who do life differently. You don’t have to follow them but be aware that there are other ways of being a woman in 2022. When you step off the beaten track, you may well find yourself.

4. Shine light on others

You don’t lose anything when someone else does well. You don’t lose light when you shine it on others.

5. Use your social capital for good

Your social capital is your network of friends and acquaintances. That network gives you support and helps you thrive. The nice thing about social capital is you can share it. You have the ability to make someone else’s life better.

Changes to the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL)

In 2023, the first stage of a new integrated senior secondary certificate that will bring together the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL) will begin. This change is to give students greater choice and flexibility to pursue their strengths and interests and develop the skills and capabilities needed to succeed in further education, work and life.

The move to a single certificate will occur in two stages:

Stage 1: 2023

The first stage is the introduction of a new Vocational Major within the VCE commencing in 2023. This is a two-year vocational and applied learning program that will replace Senior and Intermediate VCAL and offer a program that enables successful transitions into apprenticeships, traineeships, further education and training, or directly into employment.

A new Victorian Pathways Certificate (VPC) will also be introduced in 2023 to replace Foundation VCAL. The VPC is designed to support students to transition either to the VCE Vocational Major or to entry level VET or employment.

The new pathway options will build on the best elements of VCAL including flexible applied learning approaches, whilst delivering an enhanced curriculum designed to equip students with 21st century capabilities and in-demand skills for the future world of work.

Stage 2: 2025

From 2025, a fully integrated senior secondary certificate will be introduced across all Victorian schools and senior secondary providers, offering students identifiable vocational pathways. Under an integrated single certificate, all students will be able to build a program relevant to their specific strengths, interests and future aspirations.

Transition arrangements

In 2022, there are no changes to the existing certificates. Students will still be able to enrol in either the Victorian Certificate of Applied Learning (VCAL) or the Victorian Certificate of Education (VCE).

Students undertaking Senior or Intermediate VCAL in 2022 will transfer into the VCE Vocational Major with credit for completed VCAL, VET or VCE subjects. Those students can continue to study Senior VCAL curriculum in the new certificate as part of a phased ‘teach-out’ transition in the first year. Students who meet the completion requirements will be awarded the VCE Vocational Major.

Students studying Foundation VCAL over multiple years, including in 2022, will transfer into the VPC in 2023 with credit for completed subjects. These students will study the new VPC curriculum and will be awarded the Victorian Pathways Certificate upon successful completion of the certificate requirements.

Further information will be provided in the next few months.