Year 10 Assessment Booklet 2020

YEAR 10 ASSESSMENT BOOKLET 2020

YEAR 10 ASSESSMENT – 2020

SECTION ONE: PAGE NO: IMPORTANT NOTICE TO STUDENTS ………………………………………………....... 3 KEY ACADEMIC STAFF IN THE SENIOR SCHOOL ……………………….………....... 4 WELCOME MESSAGE - ACADEMIC CAPTAINS ……………………………………….. 5 THE IB LEARNER PROFILE ……………………………………………………………….. 6 IB MIDDLE YEARS PROGRAMME ………………………………………………………… 7 - 10 STUDY SKILLS ………………………………………………………………………............ 11 SENIOR SCHOOL ASSESMENT POLICY ……………………………………………….. 12 – 21 POLICY STATEMENT – COPYRIGHT ………………………………………………........ 22 REFERENCING YOUR ASSIGNMENTS …………………………………………………. 23 - 26 TABLE OF ASSESSMENT DATES ….…….…………………………………………….. 27 - 32 COURSE AND ASSESSMENT OUTLINES …………………………………………........ 33 – 60

SECTION TWO:

SUBJECT SPECIFIC ASSESSMENT CRITERIA ……………………………………….. 61 - 128

APPENDICES: A - MISSED TEST/ EXAMINATION FORM ………………………………………………. 129 B - APPLICATION FOR EXTENSION TEST/EXAMINATION FORM …………………. 130

2

IMPORTANT NOTICE TO STUDENTS This booklet is vitally important to you as it contains ALL assessment, exam and test dates for ALL subjects offered at your particular year level. • Please download the electronic version of this booklet onto your desktop OR print out relevant pages. • Transfer/copy all relevant dates into your student diary. • Look ahead and use these details to plan for assignments, exams and tests. PLEASE NOTE: • Due dates of alternative assessments will not be altered unless under exceptional circumstances. • You should always expect to receive your alternative assessment sheets on the stated date. • You should always expect to have your tests/examinations on the stated dates. • Extensions for Year 7 to 10 students are only granted by the Mrs Michele Sauer, Dean of Middle Years.

Mrs Michele Sauer Dean of Middle Years

Dr Michael Brohier Deputy Headmaster

3

KEY ACADEMIC STAFF IN THE SENIOR SCHOOL Your Heads of Department and Assistant Heads of Department for all Senior subjects are listed below.

Ash Abdou Head of Department – Mathematics

Wally Brodar Assistant Head of Department – Mathematics

Damien Coleman Head of Department – Humanities and Business

Helen Coombes Assistant Head of Department – Design

Anna D’Arcy Assistant Head of Department – Performing Arts

Scott Ham Head of Department – Foreign Languages

Damien Healy Assistant Head of Department – Health and Physical Education

Elly Lynch Assistant Head of Department – Science

Dallas O’Brien Head of Department - Design

Dane Oman Assistant Head of Department - Business

Emma Phillips Assistant Head of Department – Humanities

Leanne Reed Acting Head of Department – English

Sue Roberts Head of Department – Performing Arts

Stephen Walther IB Coordinator

Sarah White Assistant Head of Department – Foreign Languages

Christine Wylie Head of Department – Science

4

WELCOME MESSAGE AND 2020 ACADEMIC CAPTAINS

WELCOME TO SOMERSET COLLEGE The assessment booklet will be the official guide for your academic studies at Somerset College. The booklet’s primary purpose is to assist students with their academic studies. It contains assessment due dates, a guide to Harvard Referencing and the College’s Academic Integrity Policy. You should enter all assessment dates into your College diary and your phone calendar, yearly planner or whichever system you use to organise your school year. It is essential that time is managed effectively (don’t leave work to the last minute!). If you have trouble understanding something, don’t be afraid to ask someone. You also need to have a healthy and balanced lifestyle, which includes time for school, yourself and others. If you are in Years 7 to 11, now is the time to find out what learning method works for you. While academic success is important in these years, it is also vitally important that you understand how to study effectively in preparation for your final year of school. For Year 11 students, it is your final year. Best of luck and don’t forget to enjoy the experience. As said by Malcolm Forbes, ‘ The purpose of education is to replace an empty mind with an open one. ’ In 2020, we encourage you to approach your studies as a way to expand your knowledge and increase your understanding of the world. Learning isn’t just a process of ticking boxes on a curriculum or course outline – it’s about exploration, enrichment and personal growth. We encourage you to do the best that you can do. If you need help regarding your studies or College life, feel free to come and talk to your Academic Captains, as shown below. Best of luck to all students for 2020.

Jacinta Mai

Mohnish Chand

2020 Academic Captain

2020 Academic Captain

5

THE IB LEARNER PROFILE

The Learner Profile is an integral part of an IB Education and is reflected in all three programmes (PYP, MYP and Diploma). The profile is not intended as a profile of a perfect student, rather it is a guide for all students to use as they strive to become successful lifelong learners. The College encourages students to… Strive to be …

• inquirers • thinkers • communicators • risk-takers

Who are …

• knowledgeable • principled • open-minded • caring

• balanced • reflective

Make the profile part of the way you approach not only your study but also your daily life.

6

THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME AT SOMERSET COLLEGE INTRODUCTION In 2004, Somerset College embarked on an exciting initiative by adopting the International Baccalaureate Middle Years Programme (MYP) as the curriculum framework for students in Year 6 . This means that all students currently in Years 6 to 10 are studying an international curriculum which also reflects our College and National curriculum requirements. In 2010 and 2015, the programme underwent evaluation which involved a curriculum audit and inspection by representatives from the IBO. The programme will again be evaluated this year. The IB MYP also shares much of the philosophy of the International Baccalaureate Diploma Programme, which operates as a senior school option at Years 11 and 12 at Somerset College. THE MYP CURRICULUM The MYP curriculum model is one based on a thorough involvement in each of the eight subject areas identified in the model below, including the study of a second language.

The following eight subject groups are studied in some form throughout the five years of the MYP: • Language and Literature • Language Acquisition (French, German or Japanese) (Italian 2019 Year 6, 7, 8) • Individuals and Societies • Sciences • Mathematics • Physical and Health Education • Arts (Visual Arts and Performing Arts) • Design

7

THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME AT SOMERSET COLLEGE The model is unique in that it encourages disciplinary and interdisciplinary learning in context. This allows students to explore multiple dimensions of global challenges and encourages them to develop creative solutions. Subjects may use the broad contexts below as a common entry point into unit inquiries. Through such contexts students examine perspective, address bias, examine international understanding, develop critical and conceptual thinking and explore concepts of our common humanity and shared guardianship of the planet. The Common Broad Interdisciplinary Contexts are: 1. Identities and Relationships - Who am I? Who are we? 2. Fairness and Development – What are the consequences of our common humanity? 3. Globalisation and Sustainability – How is everything connected? 4. Orientation in Space and Time – What is the meaning of “where and “when”? 5. Personal and Cultural Expression – What is the nature and purpose of creative expression? 6. Scientific and Technical Innovation - How do we understand the world in which we live in? Students in their final year of the MYP (Year 10) complete a major self-directed project called the ‘Personal Project’ which is researched and developed in conjunction with a staff member acting as a mentor. PURPOSE OF THIS GUIDE This guide is primarily designed to act as a point of reference for students and parents in Years 7 to 10 at Somerset College in understanding both subject outlines and the assessment principles and practices associated with the IB Middle Years Programme (MYP). Teaching methodologies and assessment employed at Somerset College have evolved to reflect both IBO requirements and excellence in the middle years of schooling. These courses also meet the requirements of the Queensland Government and the Australian Curriculum. The course outlines provided in the booklet give an overview of all subjects, detailing information about the course, units to be studied and assessment to be completed throughout the year. Staff are happy to discuss any aspects of the course with both students and parents, if you would like any further information. The emphasis on assessment in the Middle Years is on utilising assessment as a tool to objectively and constructively give students information on their performance against a set of criteria prescribed to the task/subject. The levels of achievement in each criterion provide students with a scaffold on which to further develop their skills.

8

ASSESSMENT IN THE MIDDLE YEARS PROGRAMME • As a requirement of the IBO, assessment in the MYP is criterion referenced, which means that teachers measure student attainment against specified criteria. • At the end of each semester, each student receives a final criterion score, a subject total out of 32 and a grade for each of the eight subject areas. • The objectives which are to be assessed in any task are made explicit to the students in class at the time the task is given. Task specific descriptors make it clear to all students, expectations for each assessment piece. • Feedback on assessment is made available to students either at the time of the assessment, or as soon as possible afterwards. CRITERIA AND ACHIEVEMENT LEVELS • Each of the eight subject areas detailed on the following pages have four criterion specific to their subject. These form the basis of assessment in that subject. Each of these criteria has associated with it levels of achievement and associated descriptors by which the student’s work is assessed. criteria by matching the student’s performance against the descriptor that best reflects the performance of the student. To further assist students, the generic descriptors will be clarified with accompanying task specific descriptors. Task specific descriptors make expectations clear and transparent. • Most criteria identify two levels against each descriptor to discriminate between higher and lower levels of attainment in each level. • Each Semester, for Reports, teachers establish a final grade based on the levels achieved for subject criteria. Teachers use these to guide them in the final selection of a General Grade Descriptor to ensure it is an appropriate reflection of the student’s achievement. Grades are selected based on International Grade Boundaries. These are as follows: • Teachers will set tasks to address one or more criteria and will assess students against the relevant

1 - 5

6 - 9

10 - 14

15 - 18

19 - 23

24 - 27

28 - 32

Grade Boundary

1

2

3

4

5

6

7

Grade

9

GENERAL GRADE DESCRIPTORS To arrive at a criterion levels total for each student, teachers add together the student’s final achievement levels in all criteria of the subject group. Schools using the MYP 1–7 scale should use the grade boundary guidelines table that follows to determine final grades in each year of the MYP. The table provides a means of converting the criterion levels total into a grade based on a scale of 1–7.

GRADE

BOUNDARY GUIDELINES

DESCRIPTOR

Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills. Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge andskills. Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations. Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations but requires support in unfamiliar situations. Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real- world situations. Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence. Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

1

1–5

2

6–9

3

10–14

4

15–18

5

19–23

6

24–27

7

28–32

* At Somerset College, students who are awarded a “4” grade in their learning are defined as meeting the requirements of the Australian Curriculum achievement standard. The descriptors and criteria published in this guide maintain the international standard to which all MYP schools adhere. If you would like to discuss any aspect of the MYP assessment criteria please contact the Dean of Middle Years or your child’s class teacher. Finally, we wish our students well in their studies and know that if they are prepared to be committed and enthusiastic in their approach, success will naturally follow. If you have any questions regarding Assessment in the Middle Years, please feel free to contact Mrs Michele Sauer, Dean of Middle Years, by email msauer@somerset.qld.edu or by phone 07 5559 7100.

10

STUDY SKILLS

Success is 1% inspiration and 99% perspiration. All students are different and will wish to study in different ways. However, there are three important ingredients you will need in order to maximise your best effort. They are: motivation, self-discipline and organisational skills. It has been proved that organised students do better than disorganised students. You do not have to be academically brilliant. HERE ARE SOME TIPS TO ASSIST YOU: 1. GOALS - set yourself some goals. 2. CLASSROOM – LISTEN CAREFULLY as teachers give ideas; they tell you what is important and therefore what will be tested. TAKE NOTES as this will help keep you alert, and you have a record. Ask questions when you do not understand. 3. HOMEWORK – complete work set by your teachers; revise work done that day; continue assignment work; do some general reading and REVISE, REVISE, REVISE. 4. STUDY ENVIRONMENT – you need a chair, good light, a calendar and no noise interference. 5. TIME ORGANISATION – you need to balance time so that you obtain sufficient sleep, sufficient time for physical and social activities, family time and study time. Good study techniques actually save you time in the long term! 6. STUDENT DIARY – this needs to accompany you to and from school as well as to every class. All information regarding homework should be in this book. 7. STUDY TIMETABLES – will be given out before exams; use them effectively.

11

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY 1. SCOPE This policy provides information for teachers, students and parents/carers about roles, responsibilities, processes and procedures to ensure the integrity of assessment that contributes to the Queensland Certificate of Education (QCE), MYP and IB Diploma. The framework for the policy is developed from the QCE and QCIA policy and procedures handbook, MYP From Principles to Practice and the IB Diploma from Principles to Practice and applies to all MYP, IB Diploma and QCE subjects and short courses. PURPOSE Somerset College is committed to an educational philosophy that encourages all students to achieve personal excellence by developing their talents and abilities. This policy is designed to build capacity as students work towards formative and summative assessment completion for the MYP, QCE and IB Diploma. PRINCIPLES College expectations for teaching, learning and assessment are grounded in the principles of academic integrity and excellence. 2. 3. • evidence-based, using established standards and continua to make defensible and comparable judgments about students’ learning. • ongoing, with a range and balance of evidence compiled over time to reflect the depth and breadth of students’ learning (including approaches to learning) and inform future development. • transparent, to enhance professional and public confidence in the processes used, the information obtained, and the decisions made. To support transparency MYP, IB and QCE subject criteria or ISMG’s are used to report progress against subject-group objectives. • informative of where students are in learning. Feedback on assessment is to be relevant, timely and evidence based In the MYP, subject groups assess ALL strands of all four criteria at least twice in each year of the programme. Year 1 Criteria is used for Year 6, Year 3 Criteria for Years 7 and 8 and Year 5 Criteria for Years 9 and 10. In the IB Diploma Programme, DP grade descriptors and IB grades (1 to 7) are used for reporting student progress. Internal moderation checks will ensure that the internally marked coursework is at the standard defined by the IB so that students receive a true reflection of the marks they will receive and are aligned with the assessment philosophy of the IBO. Standardisation of Assessment is a requirement of all subject groups and an outline of this is included as an Appendix C to this document. High-quality assessment is characterised by three attributes: • validity, through alignment with what is taught, learnt and assessed • accessibility, so that each student is given opportunities to demonstrate what they know and can do • reliability, so that assessment results are consistent, dependable or repeatable. Assessment includes any examination, practical demonstration, performance or product that allows students to demonstrate the objectives as described by a syllabus and can be formative or summative. Assessment should be: • • aligned with curriculum and pedagogy equitable for all students

12

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY PROMOTING ACADEMIC INTEGRITY Academic Integrity is vitally important in maintaining and growing the atmosphere of intellectual inquiry at Somerset College. Somerset College promotes academic integrity by developing students’ skills and modelling appropriate academic practices. The word integrity is used to describe a person’s honesty, moral principles and strength of character. Choosing to display integrity is an important behaviour, and one that applies to all aspects of your life, both now and into the future. Through recognition and understanding of academic integrity, students further develop the IB Learner Profile attribute of being principled. Displaying and upholding Academic Integrity is everyone’s responsibility including the following groups:

4.

• the International Baccalaureate Organization (IBO), QCAA • Somerset College • teachers • students • tutors • parents/carers/others in a support role.

The following whole-school procedures support this endeavour.

Policy and procedures

Location and communication of policy

The school assessment policy is located on Schoolbox and in the Year Level Assessment Booklets. Sections of this policy are also included in the student diary. All questions regarding this policy should be directed to the Deputy Headmaster, Dean of Studies or IB Programme Co-ordinators. To ensure the assessment policy is consistently applied, it will be revisited at the beginning of each year in PC Groups. Relevant processes will be revisited: • when the assessment schedule is published • when each task is handed to students • through communication to parents/carers and students as required Somerset College has high expectations for academic integrity and student participation and engagement in learning and assessment. Students become eligible for a MYP Certificate of Completion, IB Diploma or QCE when they have accrued the set amount of learning, at the set standard, in a set pattern. Students are required to complete all course and assessment requirements on or before the due date for their results to contribute towards their final grades.

Expectations about engaging in learning and assessment

Student responsibility Students are expected to: • engage in the learning for the subject or course of study

• produce evidence of achievement that is authenticated as their own work • submit responses to scheduled assessment on or before the due date.

To emphasise the importance of sound academic practices, staff and students will complete the QCAA academic integrity courses.

13

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY Policy and procedures Self-assessment For students to develop fully as independent learners they need to engage in self- assessment of their work. This is fundamental to the DP and to the MYP in the Approaches to Learning and to develop QCE skills. Students need guidance from the teacher in developing self-assessment skills. This may be achieved in the classroom where teachers: • share learning objectives with students • make explicit the criteria for assessment so that students are clear about what they need to do to be successful (transparent) • give students the technical language to discuss their work constructively • encourage students to mark and discuss each other’s work • build in time for individual, group and whole-class reviews of on-going or completed work • guide students in selecting work for their portfolios. Due dates for final responses will be published in the assessment booklets. Due dates for checkpoints and drafts will be published on the assessment piece. All students will be provided with their assessment schedule by the end of Week 3 in each year. The assessment schedule will: • align with syllabus requirements • provide sufficient working time for students to complete the task • allow for internal quality assurance processes • enable timelines for quality assurance processes to be met in all programmes • be clear to teachers, students and parents/carers • be consistently applied • be clearly communicated by the end of Week 3 each year • give consideration to allocation of workload and personal-wellbeing of students and teachers Student responsibility Students are responsible for: • recording due dates in their diaries • planning and managing their time to meet the due dates including drafts and progress checks • informing the school as soon as possible if they have concerns about assessment load and meeting due dates. In cases where students are unable to meet a due date, they will: • inform the Deputy Headmaster, Dean of Studies or Dean of Middle Years as soon as possible • encourage students to evaluate their own work, before it is marked by theteacher • assist students in reflecting on the process of learning (metacognition) and its outcomes, and in setting targets for improvement. School responsibility Somerset College is required to adhere to QCAA, MYP and IB Diploma policies for gathering evidence of student achievement on or before the due date.

Due dates

• provide the College with relevant documentation, e.g. medical certificate and complete a missed Test/Examination form (Appendix A) or an Application for Extension – Assessment Other Than Examination /Test (Appendix B). Unless very exceptional circumstances, an extension must be sought prior to the due date. • adhere to alternative arrangements for submission of assessment, if applicable, as decided by the school.

14

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY Parent/Carer Responsibilities • Encourage students to be present for all tests/examinations and to submit all drafts and final assessment instruments by the due date; • Inform the appropriate staff of any difficulties concerning the completion of assessment items and provide documentary evidence. All final decisions are at the Principal’s discretion. All assessment evidence, including draft responses, will be submitted by their due date and where appropriate, via the College’s academic integrity software. Timely submission of assessments is essential. Timely submission of assessment is considered to be by 8.00am on the day it is due by electronic submission via ‘ Schoolbox’(MYP) or Turn-it-in (QCE and IB Diploma) . A hard copy will be due in class on the due date or if there is no class then handed to the teacher before school. The work (even if incomplete) will be marked, commented upon, and credited towards the student’s semester result. As a first step, a Progress Check or Draft is compulsory for all items of work. Each subject will give students clear due dates for the draft. This draft is important, as it will serve as the final piece of work if a student should fail to hand in their final copy. Non- submission of progress checks or drafts will mean that parents will be notified by email and students will be required to complete this in their next scheduled lesson. For predominantly non-written pieces of assessment, e.g. orals and multi modals, the due date for written support material and hard copies to be submitted will be 8.00am on the first day of presentation. Unless otherwise organized by the class teacher, students must be ready for presentation in class on the due date. In cases where students do not submit a response to an assessment instrument by the due date, judgments will be made using evidence available on or before the due date. If, through non-submission of assessment, a student does not provide this evidence, a judgment cannot be made. This may mean a student has not met the mandatory requirements of the curriculum and the student, parent/carer and relevant authority may need to be notified that no result for that subject will be available. For IB Diploma and QCE, Draft and final responses for all internal assessment will be collected and stored in each student’s folio. Live performance assessments will be recorded and stored as required. All evidence used for making judgments is stored as required by the College. In the MYP, marked assessment pieces are returned to students to support future learning. Students may place this in their MYP Portfolio of Achievement. This portfolio should: • contain learning highlights • cover the full range of the curriculum subjects • be up-dated at semester/yearly intervals • reflect the development of wider personal and social achievements Assessment instruments will provide information about Somerset College’s arrangements for submission of draft and final responses, including due dates, conditions and file types.

Submitting, collecting and storing assessment information

• include evidence of progress over a period of time • be available to students, teachers, parents/carers

15

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY

Appropriate materials

Somerset College is a supportive and inclusive school. Material and texts are chosen with care in this context by students and staff.

ENSURING ACADEMIC INTEGRITY Somerset College has procedures to ensure that there is consistent application of the assessment policy and that staff and students optimise opportunities to understand academic integrity. The following procedures are to be applied in this context. Internal assessment administration Policy and procedures Scaffolding Scaffolding for assessment helps students understand the process for completing the task. Scaffolding will:

5.

• maintain the integrity of the requirements of the task or assessment instrument • allow for unique student responses and not lead to a predetermined response. Across the phases of learning, students will gradually be given more responsibility for understanding the processes required to complete their tasks. Checkpoints will: • be detailed on student assessment task • monitor student progress • be used to establish student authorship. Students will work on assessment during designated times and show evidence of progress at scheduled checkpoints. Teachers will use these checkpoints to identify and support students to complete their assessment. Heads of departments and parents/carers will be contacted if checkpoints are not met. Drafting is a key checkpoint. Types of drafts differ depending on subject, e.g. written draft, rehearsal of a performance piece, or a product in development. Drafts might be used as evidence of student achievement in the case of illness or misadventure, or non-submission for other reasons. Feedback on a draft is: • provided on a maximum of one draft of each student’s response • a consultative process that indicates aspects of the response to be improved or further developed • delivered in a consistent manner and format for all students • provided within one week of a submission of a draft. Feedback on a draft must not: • compromise the authenticity of a student response • introduce new ideas, language or research to improve the quality and integrity of the student work • edit or correct spelling, grammar, punctuation and calculations but could indicate key errors in these areas • allocate a mark. A copy of the feedback will be stored with a copy of the draft by the subject teacher. Parents/carers will be notified by email about non-submission of drafts and the processes to be followed.

Checkpoints

Drafting

16

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY

Policy and procedures

Managing response length

Students must adhere to assessment response lengths as specified on the task. The procedures below support students to manage their response length.  All assessment instruments indicate the required length of the response.  Teaching and learning programs embedsubject-specific strategies about responding purposefully within the prescribed conditions of the task.  Model responses within the required length are available.  Feedback about length is provided by teachers at checkpoints. After all these strategies have been implemented, if the student’s response exceeds the word length required by the assessment, the school will either:  mark only the work up to the required length, excluding evidence overthe prescribed limit; or  allow a student to redact their response to meet the required length, beforea judgment is made on the student work. And, annotate any such student for work submitted to clearly indicate the evidence used to determine a mark. Accurate judgments of student achievement can only be made on student assessment responses that are authenticated as their own work. Teachers, students and parents/carers have specific responsibilities for establishing authorship of responses. Teachers should:  take reasonable steps to ensure that each student’s work is their own across a range of conditions, particularly when students have access to electronic resources, are preparing responses to collaborative tasks, and have access to others’ ideas and work  collect evidence of the authenticity of student responses throughout the process (such as classwork, outlines, plans or a draft). Students should:  complete responses during the designated class time to ensure teachers are able to observe the development of work and authenticate student responses  participate in authentication processes as required by schools, such as to sign a declaration of authenticity - submit a draft - submit the final response using plagiarism-detection software, where required - participate in interviews during and after the development of the final response. Parents/carers should:  support the efforts of teachers and students to authenticate student responses by ensuring that tutors, family members or others who support students are aware of and follow the guidelines for drafting and providing feedback on a draft student response In cases where a student response is not authenticated as a student’s own work, procedures for managing alleged academic misconduct will be followed.

Authenticating student responses

17

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY Applications for AARA/ IB Inclusive Assessment Arrangements Somerset College is committed to reducing barriers to success for all students. AARA are actions taken by the school to minimise, as much as possible, barriers for a student whose disability, impairment, medical condition or other circumstances may affect their ability to read, respond to or participate in assessment. The Headmaster has responsibility for all approval of AARA for students. All AARA applications must be accompanied by relevant supporting documentation. All evidence used to make decisions is recorded in the student’s file. • teacher absence or other teacher-related issues • matters that the student could have avoided • matters of the student’s or parent’s/carer’s own choosing e.g. family holidays Applications for extensions to due dates for unforeseen illness and misadventure Students and parents/carers must contact the Deputy Headmaster, Dean of Studies or Dean of Middle Years as soon as possible and submit the relevant supporting documentation. Copies of the medical report template (for Year 12 QCE only), extension application and other supporting documentation are available from Schoolbox. Teachers will collect progressive evidence of student responses to assessment instruments at the prescribed checkpoints. The checkpoints on the assessment task sheets provide details of the evidence that will be collected. In circumstances where students are enrolled in a subject but do not submit a final response to an assessment (other than unseen examinations) and where evidence of student work: • provided by the student for the purposes of authentication during the assessment preparation period is available, teachers make judgments based on this • was not provided by the student on or before the due date as specified by the College and no other evidence is available, ‘Not-Rated’ (NR or ) must be entered in the Student Management system (Synergetic and QCAA). In circumstances where a student response is judged as NR in Year 12 QCE, the student will not meet the requirements for that subject. Somerset College’s quality management procedure ensures valid, accessible and reliable assessment of student achievement. This includes: • quality assurance of all assessment instruments before they are administered to students. • quality assurance of judgments about student achievement. All marks for summative internal assessment for IB Diploma, General and General (Extension) subjects (QCE) are provisional until they are confirmed by the IB or QCAA. Students are not eligible for AARA on the following grounds: • unfamiliarity with the English language (from Year 10 only)

Access arrangements and reasonable adjustments, including illness and misadventure (AARA/ IB Inclusive Assessment Policy)

Managing non- submission of assessment by the due date

Internal quality assurance processes

see practices of internal standardizing assessment for IB Diploma and MYP (Appendix)

Review

Somerset College internal review processes for student results (including NR) for all subjects is equitable and appropriate for the local context.

18

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY 6. EXTERNAL ASSESSMENT ADMINISTRATION

QCE and IB Diploma

Policy and procedures

External assessment is developed by the QCAA and IB for Year 12 General and IB subjects.

See the QCE and QCIA policy and procedures handbook ( Section 7.3.2 ) and follow the External assessment — administration guide for processes, roles and responsibilities of the school external assessment (SEA) coordinator, teachers and students. See the IB Diploma Programme Assessment Procedures ( Annexes )

MANAGING ACADEMIC MISCONDUCT Somerset College is committed to supporting students to complete assessment and to submit work that is their own, and minimising opportunities for academic misconduct. There may be a situation when a student inappropriately and falsely demonstrates their learning. The following are some examples of academic misconduct along with the procedures for managing them:

7.

Types of misconduct

Procedures for managing academic misconduct

For authorship issues When authorship of student work cannot be established, or a response is not entirely a student’s own work the College will provide an opportunity for the student to demonstrate that the submitted response is their own work. For all instances of academic misconduct Results will be awarded using any evidence from the preparation of the response that is available that is verifiably the student’s own work and that was gathered in the conditions specified by the task, on or before the due date. For instances of academic misconduct during examinations Students will be awarded a Not-Rated (NR) if in Years 11 and 12 and a 0 grade in MYP. Where appropriate, the school’s behaviour management policy will be implemented.

Cheating while

A student:

under supervised conditions

• begins to write during perusal time or continues to write after the instruction to stop writing is given. • uses unauthorised equipment or materials  has any notation written on the body, clothing or any object brought into an assessment room.  communicates with any person other than a supervisor during an examination, e.g. through speaking, signing, electronic device or other means such as passing notes, making gestures or sharing equipment with another student. When: • more than one student works to produce a response and that response is submitted as individual work by one or multiple students. • a student assists another student to commit an act of academic misconduct a student gives or receives a response to an assessment.

Collusion

For instances of academic misconduct in the IB Diploma

The IB will conduct an investigation that will result in the application of penalties that may include the non-awarding of a Diploma.

Contract cheating

A student:

19

SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY

Types of misconduct

Procedures for managing academic misconduct

• pays for a person or a service to complete a response to an assessment • sells or trades a response to an assessment.

Copying work

A student:  deliberately or knowingly makes it possible for another student to copy responses  looks at another student’s work during an exam  copies another student’s work during an exam. A student:  gives or accesses unauthorised information that compromises the integrity of the assessment, such as stimulus or suggested A student: • invents or exaggerates data • lists incorrect or fictitious references. A student: • arranges for another person to complete a response to an assessment in their place, e.g. impersonating the student in a performance or supervised assessment. • completes a response to an assessment in place of another student. answers/responses, prior to completing a response to an assessment  makes any attempt to give or receive access to secure assessment materials.

Disclosing or receiving information about an assessment

Fabricating

Impersonation

Misconduct during an examination

A student distracts and/or disrupts others in

an assessment room.

20

SENIOR SCHOOL ASSESSMENT AND INTEGRITY POLICY

Types of misconduct

Procedures for managing academic misconduct

Plagiarism or

A student completely or partially copies or alters another person’s work without attribution (another person’s work may include text, audio or audio-visual material, figures, tables, design, images, information or ideas). A student duplicates work, or part of work already submitted as a response to an assessment instrument in the same or any other subject. A student arranges for, or allows, a tutor, parent/carer or any person in a supporting role to complete or contribute significantly to the response.

lack of

referencing

Self-plagiarism

Significant contribution of help

8. RELATED SCHOOL POLICY AND PROCEDURES Other College Policies and procedures:

Behaviour management policy

• • •

Inclusivity guidelines Copyright policy

• QCAA internal moderation document (including school procedures for endorsement and confirmation) • IB standardisation procedures (Appendix) • Feedback Information for teachers • Managing response length advice for teachers • Recording and Reporting student achievement

21

COPYRIGHT GUIDELINES

Somerset College has strict guidelines in relation to copyright and plagiarism.

A s a student, you can rely on what’s called ‘fair dealing for research or study’ . This exception allows you to reproduce limited copyright material both for your own reference and in your assignments. The guidelines for text and notated (sheet) music are: • 10% of the pages, or one chapter, from a hard-copy source • 10% of the number of words from an electronic source • One article from an edition or issue of a periodical • More than one article from a single issue or edition is permitted provided the articles are to be used for the same research or course of study The types of work copyright protects includes: Artistic Works - paintings, photographs, maps, graphics, cartoons, charts, diagrams and illustrations Literary Works - novels, textbooks, poems, song lyrics, newspaper articles, computer software, computer games Musical Works - melodies, song music, advertising jingles, film scores Dramatic works - plays, screenplays and choreography Films and Moving Images - Feature films, short films, documentaries, television programs, interactive games, television advertisements, music videos and vodcasts Sound Recordings - MP3 files, CDs, DVDs, vinyl and tape recordings, podcasts. Broadcasts - Pay and Free to air television and radio It is important to note that online text, images, broadcasts, videos and music on websites, wikis, blogs and social networking sites are all protected by copyright. You can find public domain and Creative Commons resources from the Copyright page on the Information Services site . These resources include video, images and music that can be used without breaching copyright. It is advisable to provide attribution for the work you use. For further information on copyright and how it might affect the assignment you are working on please refer to the Smartcopy website , the Australian Copyright Council or at the Information Desk in the KIP.

22

REFERENCING YOUR ASSIGNMENTS Referencing or citing is standard practice for acknowledging information sources in academic writing. Referencing correctly helps to avoid plagiarism and also demonstrates that you have researched your assignment with sufficient depth to make authoritative statements. At Somerset College we use the Harvard system of referencing , It is important to remember the following: 1. A reference must be included every time you use someone else’s ideas or information. 2. A reference must be included when you: • paraphrase (express someone else’s unique idea in your own words) • quote (express someone else’s ideas in their exact words) • copy (reproduce a diagram, graph or table from someone else’s work). 3. Each reference must appear in two places: • in the text of your assignment each time it is used (the in-text reference) • on the last page of your report in a more detailed summary of sources used called a Bibliography . CITEMAKER Citemaker is Somerset College’s preferred automated referencing tool and bibliography generator. Citemaker automatically generates correctly formatted citations and in-text references and enables users to edit, export and save their citations. All students have access to Citemaker and can login using their College login details. Further information can be found on the Information Services page including examples of Harvard Referencing and tutorials on how to use Citemaker . THE HARVARD REFERENCING SYSTEM In this referencing system each source of information must be: • shown each time you use it in the text of your assignment (the in-text reference) AND • listed once in the Bibliography at the end of your assignment. THE IN-TEXT REFERENCE When you cite (identify) references in the text of your assignment you must include: • either the author’s or editor’s surname (family name) or the organisation responsible. Do not include given (Christian) names or initials • the year of publication • page number/s if appropriate and where available. FOR EXAMPLE: Up to 30% of school students get insufficient sleep to maintain optimum intellectual functioning (Johnston, 2003, p.45) OR In his studies of school students Johnston (2003, p.45) found that 30% of school students got insufficient sleep to maintain optimum intellectual functioning. OR “Of the 250 students studied 30% showed tiredness induced impairment when asked to complete the more complex tasks.” (Johnston, 2003, p.45)

23

REFERENCING YOUR ASSIGNMENTS THE BIBLIOGRAPHY When you set out your Bibliography you need to ensure that it: • is arranged alphabetically by author’s family name • is a single list - books, journal articles and electronic sources are listed together (not separated) • includes the full details of your in-text references (author, date, title, publishing details) It is not necessary for you to list everything that you may have read, just those you have used. Examples of correctly formatted Harvard Referencing can be found on the Information Services site on Schoolbox. For further information students are encouraged to visit the desk in the Knowledge and Information Precinct where our Librarians can assist with Referencing questions. FOR EXAMPLE: Book with single author : Morgan, J 2003, Ruling in the shadow of Rome, Rosen Publishing Group Limited, New York. Online Database: Cardiopulmonary resuscitation (CPR) 2019. Britannica School . Retrieved 27 November 2019, from https://school.eb.com.au/levels/high/article/cardiopulmonary-resuscitation/20301 Website OECD 2019, Environment at a Glance Indicators, OECD, viewed 20 November 2019, < https://www.oecd-

ilibrary.org/environment/environm ent-at-a-glance-indicators_ac4b8b89-en > For more examples refer to the Information Services Referencing Site.

24

EXAMPLES OF REFERENCING USING HARVARD BOOKS Basic format for books: author’s family name, Initial/s year, title of book , publisher, place of publication. Example Setting out your in-text reference The entry in the Bibliography Book with single author Escritt (2000) argues that Pollock caused this… OR Pollock’s caused this. (Escritt 2000, p.3) Escritt, S 2000, Art nouveau, Phaidon, London. Book with more than 2 authors As suggested by Sandler et al. (1995, p.14) …

Sandler, MP, Patton, JA, Coleman, RE, Gottschalk, A, Wackers, FJ and Hoffere, PB 1995, Diagnostic nuclear medicine, Williams and Wilkins, Baltimore Derham, F 2001, Art for the child under seven, 7 th edn, Australian Early Childhood Association, Watson, ACT. Anon. 2001, Hutchinson Encyclopedia of the 20 th Century , Oxford University Press, Oxford. des Jardins, M 1998, How to succeed in postgraduate study, Applied Ecology Research Group, University of Canberra, viewed 26 April 2001,

2nd or later edition of a book

Several characteristics support this (Derham 2001, p.46) and …

Encyclopedia or Dictionary - no author

The Hutchinson Encyclopedia (2001, p.231) defines ethics as …

Document on the Web

This is clarified by des Jardins (1998, p.1) who identifies … … was clearly the most successful (de Jardins 1998, p.1) Page number gained by going to “Print-Preview” under File menu) An overview of lung cancer was provided in Lung Cancer (2009) and … This significantly heightened the rise of Cancer developing. (Anon, www.health, p.3)

Document on Web with no author

Anon. 2004, Lung Cancer., msn Health, viewed 12 June 2009,

Newspaper article (with author) As lonesco described (2001) in his article … OR … was at 46% (Advertiser 2001, p.10)

lonesco, J 2001, ‘Federal election: new Chipp in politics’, Advertiser 23 October, p.10. Note: An initial ‘the’ in English language newspaper titles is omitted Advertiser 2008, ‘Federal election: new Chipp in politics’, 23 October, p.10

Newspaper article (no author)

… was claimed in the Advertiser (23 October 2008, p.10)

NOTE: There are very good articles available at the borrowing desk in the Knowledge and Information Centre to help you correctly set out both your referencing and bibliography.

25