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Assessment and reporting in Mathematics Standard Stage 6

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Year 12 school-based assessment in 2024

In recognition of continuing school disruption, NESA has extended the 2023 flexibility for school-based assessment rules to Year 12 students undertaking the HSC in 2024. These changes affect the published Assessment and Reporting requirements. Please ensure you follow the school-based assessment advice for the 2024 HSC.

Effective from: Term 4, 2019
Last updated: December 2023

Schools are required to develop an assessment program for each Year 11 and Year 12 course. NESA provides information about the responsibilities of schools in developing assessment programs in course-specific assessment and reporting requirements and in Assessment Certification Examination (ACE).

School-based assessment requirements

Year 11

Schools are required to submit to NESA a grade for each student based on their achievement at the end of the course.

Teachers use professional, on-balance judgement to allocate grades based on the Common Grade Scale for Preliminary courses.

Teachers consider all available assessment information, including formal and informal assessment, to determine the grade that best matches each student’s achievement at the end of the course.

The Year 11 formal school-based assessment program is to reflect the following components, weightings, and requirements.

Component Weighting
Understanding, Fluency and Communication 50%
Problem Solving, Reasoning and Justification 50%

Requirements:

  • 3 assessment tasks
  • only one task may be a formal written examination
  • one task must be an assignment or investigation-style task.

The recommended weighting for any individual task is 20% to 40%.

Assignment or investigation-style task

The length and scheduling of the assignment or investigation-style task is at the discretion of the school. The task should provide opportunities to gather evidence about the:

  • achievement of a range of outcomes
  • application of Working Mathematically components
  • demonstration of knowledge and skills in different ways to the HSC examinations.

The task provides application and modelling opportunities.

Outcomes that are content specific should be assessed and should include the following:

MS11-9: uses appropriate technology to investigate, organise and interpret information in a range of contexts

MS11-10: justifies a response to a given problem using appropriate mathematical terminology and/or calculations

The following examples provide some approaches to task types:

  • an investigative project or assignment involving presentation of work in class
  • an independently chosen project or investigation
  • scaffolded learning tasks culminating in an open-ended or modelling-style problem
  • a guided investigation or research task involving collection of data and analysis.

Year 12 (Mathematics Standard 1)

Year 12 assessment requirements are different for Mathematics Standard 1 and Mathematics Standard 2.

NESA requires schools to submit a school-based assessment grade for each Year 12 candidate in this course. Formal school-based assessment tasks are based on course requirements, and components and weightings that contribute to the determination of the final grade for this course. The result submitted by the school provides a summation of each student’s achievement measured at several points throughout the course. Further information on reporting on HSC Mathematics Standard 1 Stage 6 is provided below.

The school-based assessment grade submitted to NESA for Year 12 must not include measures of outcomes that address values and attitudes or reflect student conduct. Schools may decide to report on these separately to students and parents.

The collection of information for the Year 12 school-based assessment grade must not begin before the completion of the Year 11 course.

The components and weightings for Year 12 are mandatory.

Component Weighting
Understanding, Fluency and Communication 50%
Problem Solving, Reasoning and Justification 50%

The Year 12 formal school-based assessment program is to reflect the following requirements:

  • a maximum of four assessment tasks
  • the minimum weighting for an individual task is 10%
  • the maximum weighting for an individual task is 40%
  • one task must be an assignment or investigation-style task with a weighting of 15–30%
  • only one task may be a formal written examination with a maximum weighting of 30%.

Assignment or investigation-style task

The length and scheduling of the assignment or investigation-style task is at the discretion of the school. The task should provide opportunities to gather evidence about the:

  • achievement of a range of outcomes
  • application of Working Mathematically components
  • demonstration of knowledge and skills in different ways to the HSC examinations.

The task provides application and modelling opportunities.

Outcomes that are content specific should be assessed and should include the following:

MS1-12-9: chooses and uses appropriate technology effectively and recognises appropriate times for such use

MS1-12-10: uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others

The following examples provide some approaches to task types:

  • an investigative project or assignment involving presentation of work in class
  • an independently chosen project or investigation
  • scaffolded learning tasks culminating in an open-ended or modelling-style problem
  • a guided investigation or research task involving collection of data and analysis.

Formal written examination

This task may assess a broad range of course content and outcomes. Schools may choose to replicate the timing and structure of the HSC examination.

Awarding of grades in Mathematic Standard 1

Schools will use the Achievement Level Descriptions for Mathematics Standard 1 to award grades for school-based assessment. NESA monitors the grades awarded by all schools and conducts work sample reviews to ensure the grades reported on NESA credentials are comparable. Information on retaining and submitting student work samples is available under Awarding Grades.

All students studying Mathematics Standard 1 for the HSC will have their school-based assessment reported on NESA credentials as a grade (A to E).

Students studying Mathematics Standard 1 who sit for the optional HSC examination will have an HSC mark and performance band derived from the HSC examination only. The HSC mark and performance band will be reported on a separate line to the school-based assessment grade on the NESA credential.

Student performance in the Mathematics Standard 1 optional examination is reported against standards on a course report. The course report contains:

  • a level of achievement for the performance band descriptions
  • an HSC mark located on the performance scale
  • an examination mark.

The course report also shows graphically the statewide distribution of HSC marks of all students who have sat the HSC examination in the course. The distribution of marks is determined by students’ performances against the standards and not scaled to a predetermined pattern of marks.

Estimated examination mark for students entered for the optional HSC examination in Mathematics Standard 1

NESA requires schools to submit an estimated examination mark for students entered for the optional HSC examination in Mathematics Standard 1. This mark is an estimate of likely performance in the HSC examination. The estimated examination mark should reflect the student’s achievement on a task or tasks similar to the HSC examination, such as a trial HSC examination. This examination does not need to be part of the school assessment program.

The estimated examination mark that is submitted to NESA should not be revealed to students. In the case of a successful illness/misadventure application, NESA will refer to the estimated mark when determining the HSC examination mark for the student. Teachers are still able to provide students with results and marking comments for all assessment tasks.

Year 12 (Mathematics Standard 2)

Year 12 assessment requirements are different for Mathematics Standard 1 and Mathematics Standard 2.

NESA requires schools to submit a school-based assessment mark for each Year 12 candidate in this course. Formal school-based assessment tasks are based on course requirements and components and weightings that contribute to the determination of the final mark for this course. The result submitted by the school provides a summation of each student’s achievement measured at several points throughout the course.

The marks submitted for Mathematics Standard 2 by a school should reflect the rank order of students, and must be on a scale sufficiently wide to reflect adequately the relative differences in student performances. The actual mark should not be revealed to students as it is subject to moderation and may become confusing for students when they receive their results. Students must be informed that they can obtain their Assessment Rank Order Notice from Students Online after the last HSC examination at their centre and within the period of time for appeals.

The school-based assessment mark submitted to NESA for Year 12 must not include measures of outcomes that address values and attitudes or reflect student conduct. Schools may decide to report on these separately to students and parents.

The collection of information for the Year 12 school-based assessment mark must not begin before the completion of the Year 11 course.

The components and weightings for Year 12 are mandatory.

Component Weighting
Understanding, Fluency and Communication 50%
Problem Solving, Reasoning and Justification 50%

The Year 12 formal school-based assessment program is to reflect the following requirements:

  • a maximum of four assessment tasks
  • the minimum weighting for an individual task is 10%
  • the maximum weighting for an individual task is 40%
  • only one task may be a formal written examination with a maximum weighting of 30%
  • one task must be an assignment or investigation-style task with a weighting of 15–30%.

Assignment or investigation-style task

The length and scheduling of the assignment or investigation-style task is at the discretion of the school. The task should provide opportunities to gather evidence about the:

  • achievement of a range of outcomes
  • application of Working Mathematically components
  • demonstration of knowledge and skills in different ways to the HSC examinations.

The task provides application and modelling opportunities.

Outcomes that are content specific should be assessed and should include the following:

MS2-12-9:  chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for such use

MS2-12-10: uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response

The following examples provide some approaches to task types:

  • an investigative project or assignment involving presentation of work in class
  • an independently chosen project or investigation
  • scaffolded learning tasks culminating in an open-ended or modelling-style problem
  • a guided investigation or research task involving collection of data and analysis.

Formal written examination

This task may assess a broad range of course content and outcomes. Schools may choose to replicate the timing and structure of the HSC examination.

The HSC exam format is: Section 1 multiple choice and Section 2 question and answer booklet/s. There may be 1 or 2 question and answer booklets because the number of lines provided for each question is determined by the requirements of the question and this will vary from year to year.

HSC examination specifications for Mathematics Standard 1

The external HSC examination measures student achievement in a range of syllabus outcomes.

The external examination and its marking relate to the syllabus by:  

  • providing clear links to syllabus outcomes
  • enabling students to demonstrate the levels of achievement outlined in the performance band descriptions
  • applying marking guidelines based on criteria that relate to the quality of the response
  • aligning performance in the examination each year to the standards established for the course.

Examination questions may require candidates to integrate knowledge, understanding and skills developed through studying the course.

There is no compulsory HSC external examination in Mathematics Standard 1. Students may choose to sit for an optional HSC examination.

Should a student seek an Australian Tertiary Admission Rank (ATAR), the examination mark may be used by the Universities Admissions Centre (UAC) to contribute to the calculation of the ATAR.

The examination will be based on the Mathematics Standard 1 Year 12 course and will focus on the course objectives and Year 12 outcomes. The Mathematics Standard Year 11 course content notated by ◊ will be assumed knowledge for this examination and may be examined.

The examination will consist of a written paper worth 80 marks.

The time allowed is 2 hours plus 10 minutes reading time.

A reference sheet will be provided.

Students may bring NESA-approved calculators for use during the examination.

The paper will consist of two sections.

Section I (10 marks)

  • There will be objective-response questions to the value of 10 marks.

Section II (70 marks)

  • Questions may contain parts.
  • There will be 30 to 35 items.
  • At least two items will be worth 4 or 5 marks.
  • The Mathematics Standard 1 examination will include items that are common with the Mathematics Standard 2 HSC examination. Common items will be worth 20 to 25 marks and will be distributed throughout Sections I and II.

HSC examination specifications for Mathematics Standard 2

The external HSC examination measures student achievement in a range of syllabus outcomes.

The external examination and its marking relate to the syllabus by:  

  • providing clear links to syllabus outcomes
  • enabling students to demonstrate the levels of achievement outlined in the performance band descriptions
  • applying marking guidelines based on criteria that relate to the quality of the response
  • aligning performance in the examination each year to the standards established for the course.

Examination questions may require candidates to integrate knowledge, understanding and skills developed through studying the course.

The examination will be based on the Mathematics Standard 2 Year 12 course and will focus on the course objectives and Year 12 outcomes. The Mathematics Standard Year 11 course will be assumed knowledge for this examination and may be examined.

The examination will consist of a written paper worth 100 marks.

The time allowed is 2 hours and 30 minutes plus 10 minutes reading time.

A reference sheet will be provided.

Students may bring NESA-approved calculators for use during the examination.

The paper will consist of two sections.

Section I (15 marks)

  • There will be objective-response questions to the value of 15 marks.

Section II (85 marks)

  • Questions may contain parts.
  • There will be 35 to 40 items.
  • At least two items will be worth 4 or 5 marks.
  • The Mathematics Standard 2 examination will include items that are common with the Mathematics Standard 1 HSC examination. Common items will be worth 20 to 25 marks and will be distributed throughout Sections I and II.
  • The Mathematics Standard 2 examination will include items that are common with the Mathematics Advanced HSC examination. Common items will be worth 20 to 25 marks and will be distributed throughout Sections I and II.
  • Common exam questions may be standalone or form part of a larger question.

Further information

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