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In NSW student achievement is reported against a set of achievement standards. These standards are based on what students are expected to learn at each stage
The A to E grade allocated to a student and reported on NESA credentials reflects the level of achievement demonstrated by the student at the end of the course.
Teachers can confirm their judgements about the grades they allocate by comparing their students’ work with sample work aligned to grades, where available.
Making on-balance professional judgments involves considering all available evidence of student achievement, with an emphasis on identifying the descriptors that best reflect each student’s performance by the end of the course. Relying solely on marks and predetermined cut scores to allocate grades can lead to inaccuracies, especially for students who demonstrate significant progress over time and are performing at a higher level at the course’s conclusion than they were earlier in the course.
Students with disability may require adjustments to assessment activities to enable access to the activities and equitable opportunity to demonstrate what they know and can do. Students with disability who receive adjustments to assessment activities should have access to the full range of grades.
Teachers can confirm their judgements about the grades they allocate by comparing their students’ work with sample work aligned to grades.
This process of comparing work samples helps ensure that the grades allocated in all schools are consistent with published standards.
Schools can also use samples of work from their own students for professional development with their staff and/or teachers from other schools. These work samples can provide the basis for discussions about standards and ensure there are consistent expectations about student achievement.
Referring to student work from previous years may assist teachers to clarify what is expected prior to the grading or marking of student work. Reviewing student work samples may also provide useful information about assessment activities that could lead to improvements in task design. For example, if an assessment activity is found to provide limited opportunities for students to demonstrate achievement at grade A, this could inform future assessment activities so that they are designed with increased scope for students to demonstrate higher levels of knowledge, understanding and skills in relation to the relevant grade scale or achievement level descriptions.
Schools must allocate to students who complete Year 12 English Studies or Mathematics Standard 1, or Numeracy CEC the grade that reflects their achievement at the end of the course. This grade is reported on the student’s HSC Record of Achievement.
To ensure grades have consistent meaning across the state, NESA monitors the grades allocated and reviews student work samples provided by schools.
This checklist relates to Year 12 grades that are reported on students' NESA credentials.
Familiarise yourself with the Achievement Level Descriptions, on the syllabus page for the relevant course.
Samples of student work aligned to grades are also provided on the syllabus page. Use the samples and their annotations to get a clear understanding of the standard at each grade.
Schools Online has guides on how to enter grades and upload student work samples. Learn more about submitting work samples.
Check the grades entered in Schools Online are correct before they are confirmed by the principal.
Schools may be contacted by NESA and asked to revise grades. If your school is contacted, you will have a short period of time to make changes.
Do not reveal grades to students until they have been monitored by NESA and finalised. School assessment grades will be available to students when they receive their HSC results for the course.
For enquiries, please contact