Implementation of VCE Psychology 2005 Ann Osman VCAA Curriculum Science Manager

Quick comparison between this and previous study design  Study of mental health one option in Unit 2 Area of study 2  Integration of statistics, research methods and ethical principles in all units  Research investigation Unit 4  Outdated studies deleted  Movement of material between units  Higher order thinking skills  Choice of assessment tasks  Use of performance descriptors in Units 3 and 4

Resources  Study Design-available and Information Victoria Collins Streetwww.vcaa.vic.edu.au  Assessment Handbook- available edu.auwww.vcaa.vic. edu.au  Study summary-available  Errata refer VCAA Bulletin April 2004 No.12 (regarding Unit 2) and VCAA Bulletin February No (regarding Unit 3 and 4)  Sample exam questions  Sample teaching and learning programs- available

Exam 1 June Unit 3  Total 90 marks  Multiple choice 45 marks  Short answer 45 marks  A of S 1 most weighting  A of S 2 and 3 equal weighting

Exam 2 Nov Unit 4  Total 90 marks  Multiple choice 45 marks  Short answer 45 marks  A of S 1 and A of S 2 equal weighting  A of S 3 less weighting and all short answer questions

School-assessed coursework  Unit 3 at least three different assessment tasks selected from a list  Unit 4 at least two assessment tasks selected from a list AND a report on a research investigation relating to either Outcome 1 or 2  Application of performance descriptors in SACs from 2005

VCE Assessment Handbook Psychology  Section 1 Administrative Procedures  Section 2 Assessment Advice  Section 3 Assessment Support Materials and Further Resources

Section 2 Assessment Advice  Outcome statement (for each A of S in each unit)  Task Description Designing the assessment task Resources and scheduling Performance descriptors Information about exams including weightings and assessment criteria

The Performance Descriptors  Guide for expected standards when setting and marking assessment tasks  5 mark ranges provided  Each range is accompanied by a list of typical performance  Each mark range allows for discrimination

Example of Performance Descriptors  Mark range Information about the structures and processes of visual perception is accurate, detailed and clearly articulates the interactive nature of the process. The organising principles of visual perception and the processes leading to perceptual sets are comprehensively explained. The contexts and processes that can lead to perceptual errors are explained in detail. Explanation of all processes and phenomena include a combination of appropriate examples and integrated exposition of the way empirical research is used to illustrate and support theories that explain them

Section 3 Assessment Support Materials and further resources  Detailed examples for Unit 3 Outcome 1 showing combination of tasks Unit 4 Outcome 4 showing research investigation

Victorian Essential Learning Standards (VELS)  Whole school curriculum planning document for P-10  3 inter-related strands- Physical, Personal and Social Learning; Discipline-based learning; Interdisciplinary Learning  2005 validation year with implementation from 2006  Website vels.vcaa.vic.edu.au

Science domain in VELS  Science domain consists of 6 levels  Learning Focus statements for Levels 1 and 2  Levels 3 to 6 includes a Learning Focus statements and 2 Dimensions- Science knowledge and understanding Science at work

New Approach  Interweaving three strands and domains  Part of whole school approach  Audit existing science units as starting point

STOP PRESS VCE Examination Results Service prototype provides  Access to school and class results for 2004  Access through VASS/principal  Contact VCAA if you wish to attend PD  For further details refer VCAA Bulletin Supplement 4 Feb 05

Further information Ann Osman Curriculum Science Manager Ph