Understanding the curriculum
- NSW Curriculum Syllabuses
- Syllabus A-Z
- Curriculum development
- Stage 6 (11–12) syllabus development
- Stage 6 (11–12) assessment
- Syllabus development process
- University Developed Board Endorsed Courses
- School Developed Board Endorsed Courses
- Awarding grades
Schools are responsible for awarding each student who completes a Preliminary course (except Life Skills and VET courses) a grade to represent that student’s achievement. The grade is reported on the student’s RoSA or HSC Record of Achievement.
To ensure grades on students’ credentials have
The advice in this section relates to Preliminary course grades submitted by schools or TAFEs to NESA that will appear on students' credentials. These grades are awarded using the Common Grade Scale for Preliminary
How grades are monitored
Submitted grades are monitored before they are finalised in order to strengthen the comparability and consistent application of standards.
What we look for
The overall picture of each school's comparative data is considered along with grade history and any known circumstances when looking at grade patterns. The grade pattern for a course may be considered anomalous if it differs markedly from what could be expected based on grade patterns in the past, patterns in other courses in the school or grade patterns in comparable schools.
An on-balance judgement is made about each school's grading patterns by a team of NSW Education Standards Authority (NESA) officers before schools are contacted and grades finalised.
We look at data from the school’s performance for their most recent HSC examination results. This information is used to compare the pattern of grades awarded by this school for each course with grades awarded in similar schools (as measured by HSC performance). For example, school A is similar to school B if they have approximately equal 'mean' HSC marks across a range of courses.
We would then look more closely at a school’s results in courses that deviated from this pattern if it appears that a school has awarded a noticeably higher or lower percentage of grades A, A+B (and E) in such courses than other schools with similar results. We then consider aspects of the school’s grading pattern such as its grade history and the grades awarded in other courses, plus any known local circumstances affecting the school’s performance in this course.
Reviewing grade patterns
We review each school’s grade patterns over the past several years. In cases where the grades awarded in the current year in a course are markedly different to grades awarded in the same and similar courses in the past, a school’s grading pattern may be flagged as anomalous.
In the course illustrated above, the proportion of grade As and grade Bs has fallen in 2015 and 2016 to less than half of what it was previously. The cohort size was smaller in 2015 and this may account for the difference in the grade pattern to some extent but the 2016 cohort is larger and the pattern appears anomalous with the earlier cohorts of a similar size. This difference would be sufficient for us to give the pattern of grades further consideration. This type of change in grades awarded may be flagged by NESA officers using the analysing data method.
Each school’s pattern of grades is reviewed for the current year across all courses with large candidatures (compared to the school cohort). In the example above, we would be particularly interested to see whether the proportions of grade As and Bs were similar in other courses, which may indicate a change in the quality of the cohort overall.
What happens if grade patterns look unusual?
Principals are contacted when the pattern of grades awarded in one or more courses appears to be irregular or inconsistent. They are asked to review the grades awarded.
Schools then review the grades they have awarded in the nominated courses and make changes or confirm the grades awarded as appropriate. The principal will then advise of any actions taken.
Further analysis of grading patterns is then undertaken to identify schools that may benefit from additional support in awarding grades. Schools may be contacted and asked to provide student work samples and associated tasks to assist with this process. Schools may also be contacted by NESA for permission to publish the work samples and assessment activities to help illustrate statewide standards.
Can schools monitor their own grades?
As schools have access, through Schools Online and the Results Analysis Package, to the graphs and data used by NESA officers, similar self-monitoring can be done at an individual school level before grades are submitted.
How do we use work samples?
A panel of subject specialists is engaged to review the work samples submitted by schools. These specialists are experienced teachers with a good understanding of achievement at each of the A to E grades for the course they are reviewing.
The panel members make a determination about the grade each work sample best represents. Feedback is then provided to the schools that submitted work samples to enable them to adjust their understanding of the standards for a course where necessary.
This process also enables the identification of anomalies and refining the processes used to monitor the grades submitted by schools.