Spelling suggestions: "subject:"ACT chools accrediting cogency"" "subject:"ACT chools accrediting angency""
1 |
The ACT year 12 certificate : a student based reviewBrocklebank, R. J., n/a January 1985 (has links)
The aim of this Field Study is to establish the
extent to which Year 12 students understand and appreciate
the ACT College System of senior secondary and the
information which appears on the ACT Year 12 Certificate.
In order to provide the reader with a basis for
understanding what happens over the final two years of
secondary education in the ACT the author has established
the historical context that gave rise to the establishment
of the Secondary Colleges in the ACT. This brief history
outlines the causes and reasons which led to separation
from the NSW state system of education and the decision
to develop a different approach to the provision of
education for students in Year 11 and 12.
To provide an idea of how the system works a description
of what makes up the College System is provided.
This includes an explanation of how the colleges relate
to the high schools, their curriculum, the accreditation
of courses, assessment and certification. The role of
the ACT Schools Accrediting Agency is explained in the
way it underpins the credibility of the system and of
how it carries the responsibility for the final generation
of the ACT Year 12 Certificate.
While this study looks at the system some seven
years after it began, earlier evaluations had taken place
which examined matters linked with the ACT Year 12
Certificate. In writing this report the author reviews
two important assessments of the system, one of the
role of the ACT Schools Accrediting Agency and the other
concerned with the success of the Colleges as educational
institutions from a student viewpoint. The author also
attempts to compare the changes which came with the ACT
College System with recent developments and current
thinking about senior secondary education in other Australian
states.
The major part of the Field Study was a survey of
a sample of Year 12 students at the end of 1983 to
establish the extent to which they understood the aspects
of the system they had been a part of for two years. The
data and findings of this survey are presented.
The report concludes with an outline of the most
recent changes, developments and reactions which in some
way affect the system. At the end of the conclusion,
the author presents a list of recommendations aimed at
overcoming some of the problems pin-pointed in the report.
|
2 |
The restructuring of senior secondary education in the Australian Capital TerritoryMorgan, Douglas E., n/a January 1978 (has links)
In January, 1974, the Interim ACT Schools Authority
assumed responsibility for pre, primary and secondary
schools in the Australian Capital Territory. It took
steps to provide a basis for the restructuring of
secondary education. The traditional six-year comprehensive
high school was to be replaced in 1976 by a
four-year high school and a two-year secondary college.
The Interim Authority decided that each school should be
responsible for its own curriculum which should not be
constrained by an external examination.
A system of course development and teacher assessment,
to replace the New South Wales Higher School Certificate
syllabuses and examination, was developed during 1974.
The Interim Authority sought the advice of the Australian
Council for Educational Research, and a report prepared by
it was used to stimulate public debate. After considering
a wide cross section of points of view the Interim Authority
decided that accredited courses would replace syllabuses,
teacher assessments, the examination and profile reports
the Certificate.
The ACT Schools Accrediting Agency, a committee of the
Interim Authority, was formed in 1975 to administer
accrediting assessment and reporting. The Accrediting
Agency negotiated the basis for tertiary entrance for
ACT students. It determined that a single aggregate
score, the Tertiary Entrance Score, should be calculated,
using aggregated scaled teacher assessments. Scores from
three major and one minor accredited-TES courses scaled by
the Australian Scholastic Aptitude Test total score would
be aggregated. A system-wide order of merit would be
created. The maximum aggregate score would be 360.
The basis for the aggregate was very different from that
which it was replacing. In New South Wales, five subject
scores with a possible maximum of 900 was used. An
examination of a number of comparison and correlation studies
presented in Part B indicates that ASAT scaling of teacher
estimates improves the correlation of teacher estimates with
the Higher School Certificate examination aggregate scores.
Some correlations between ASAT-scaled criteria and HSC
aggregates are in the order of 0.9. As is expected some
movement away from what was acceptable in 1975 occurred.
When examined in the light of the philosophy of school responsibility for curriculum and assessment the procedures
adopted certainly facilitate this, while at the same time
produce students' results which can be used as confidently
as external examination results have been.
|
Page generated in 0.0691 seconds