Opinion
Is a fair ATAR possible in 2020?
As we approach the end of year 12, I have heard talk from teachers about ditching exams in 2020, and only using school-based assessment to calculate the ATAR. Recently, year 12 students were also petitioning to have the exams dropped. Year 12 has certainly been a different experience with unexpected pressures affecting this year’s cohort. However, reducing the data set will not help all students, as disruptions mean the assessment data is not as valid. We require a larger and higher quality data set to improve accuracy.
Without exams, VCE School Assessed Coursework (SAC) results alone would not offer a clear indication of ability. The SAC process has also been disrupted and assessments have been compressed into shorter time frames and conducted based on learning undertaken with reduced teacher support and face-to-face teaching time. This will be compounded in the current stage 4 lockdown, with SACs now having to proceed remotely.
South Koreans wear masks and sit according to social distancing as a preventive measure against the coronavirus during an exam.Credit:Getty Images
There is really no simple solution – 2020 is a massive anomaly compared to previous years. Marks allocated to year 12 students will vary from comparable student performance in year 11 and may not show true ability. All students have been affected and in very different ways. Some have thrived with independence, others have struggled without the routine of school. Students' final results could be affected, for better or worse.
To counter this effect, the Victorian government has introduced a process to individually assess each student for "consideration of educational disadvantage" related to the adverse impacts of coronavirus. ATARs will be adjusted based on this assessment. This involves teacher judgment, which is highly important and often accurate, but can also have unconscious biases. Data gaps may exist; for example, a student who changed schools at the start of VCE does not have the history to allow the school to reflect on performance before 2020, to make the most accurate judgment possible.
We need to support teachers and not create extra work for them in the current environment, while balancing this against getting a clearer and fairer indication of student performance. This means collating more data to increase accuracy and can include:
- Using the assessment process for "consideration of educational disadvantage";
- Undertaking exams, even if in a revised format;
- Using the General Achievement Test to assist in smoothing out data;
- And possibly using students' year 11 results as part of the data set. If year 11 results are appropriate, what weighting should they have?
Ultimately, there is no getting around the disruption to normal year 12 assessment. The Victorian Curriculum and Assessment Authority has processes for moderation that will use all the data available.
This all leads me to think that universities should be more open in their selection of students. We are seeing early signs of this, with some universities using year 11 results for early selection.
If universities amend their selection processes for 2021 entry, what other data would they need to gauge student capability? Student portfolios, entrance exams, interviews, year 11 data? These ideas need further consideration by universities.
Regardless of assessments used, it is clear that the ATAR and other results will be affected by the disruptions in 2020. For students to receive fair results, we need to focus on getting quality data where we can and without creating extra burdens for teachers and students.
Peter Saffin is CEO of the Mathematical Association of Victoria and a former teacher.