Why experts think VCE exams are ‘outdated’, ‘deeply problematic’ and there’s a better way for kids

Experts say stressful VCE exams are “outdated” and “no longer fit for purpose”. See their plans to shake up year 12 assessments.

Mackenzie Sinclair and Veronica Fragapone have just completed year 12 at St Ignatius College in Geelong. Picture: Brad Fleet

Researchers are calling for an overhaul of “outdated” VCE exams to make room for fairer and diverse assessments that measure more than just academic ability.

In a push for Victoria’s senior secondary assessment model to fall in line with more flexible approaches in other states, education specialists have branded high-pressure, end-of-year written exams as “unfit for purpose” because crucial social and creativity skills cannot always be assessed on paper.

In Victoria, students who complete a ‘scored’ VCE – where they will receive a final ATAR and study scores for each subject – must sit written examinations for each unit.

But there are no external examinations for year 12 subjects in the ACT, where an ATAR is determined by a student’s performance in continuous school-based assessments that teachers tailor to different cohorts’ needs.

Meanwhile, only a handful of units in South Australia require students to sit a written exam.

Australian Catholic University Institute for Learning Sciences and Teacher Education senior research fellow Jessica Holloway said a two-year approach would be much more effective in measuring students’ various capabilities than one heavily weighted exam.

“It’s absolutely the way to go … They (standardised written exams) don’t really hold the same value anymore,” Dr Holloway said.

“There is a really solid argument for measuring things using a single indicator to make a judgment on a student’s schooling, but we lose sight of other skills like being cooperative, or being kind and being able to problem solve.”

Year 12 students Mackenzie Sinclair and Veronica Fragapone. Experts say there is a better way than stressful exams. Picture: Brad Fleet

Victorian ATARs are also partially derived using a student’s marks from school-assessed coursework (SACs) throughout year 12.

But Monash University Centre for Youth Policy and Education Practice director Lucas Walsh said highly anticipated end-of-year exams were “deeply problematic” because they did not prepare students for life after secondary school.

“Our assessments are unfit for purpose. Thinking outside the box and problem solving are (skills) that are prized by employees, so we have to look at the extent to which we’re actually building and developing those in our schooling,” Prof Walsh said.

“Exams can’t take into consideration some aspects of creativity and problem solving like an ability to communicate or cultural understanding.”

ATAR scores do not expire after a fixed amount of time in Victoria, but remain valid until a student has studied a higher education course full time for more than two years.

International research predicts that the average person will change careers between five and seven times during their working life.

More Victorian students are choosing different ways to complete their schooling.

The number of kids studying VCE without an ATAR between 2020 and 2021 jumped by 8.3 per cent.

Last year, 7086 students received special examination arrangements (SEA), up from 4859 in 2017.

Experts predict that figure will continue to grow when 2022 figures become available.

A Victorian Curriculum Assessment Authority (VCAA) spokeswoman said alternative pathways were becoming more popular among Victorian students.

“The rates of students undertaking unscored VCE have been rising over the past five years as students are offered more pathways that don’t require an ATAR, whether that’s TAFE and other accredited vocational courses, or apprenticeships and traineeships,” she said.

Mackenzie chose to study an unscored VCE to avoid the pressure of exams. Picture: Brad Fleet

Deakin University senior education lecturer Brendan Hyde said portfolios, exhibitions and research essays would be effective alternatives to traditional sit-down exams because they demonstrated a student’s development over time in different subjects, instead of testing what they have learned to perform well in one assessment.

“Exams have their place, but teachers in schools are actually best positioned to determine student’s academic achievement,” Dr Hyde said.

“Even though there are other assessment pieces, like SACs, the reality is that it’s still standardised.

Dr Hyde said broadening the types of assessments would be more equitable for all students, particularly those managing extreme anxiety in examination environments or who are more creative than academically inclined.

“A good teacher in her or his classroom will always differentiate students’ learning styles. I don’t see why that can’t be done at an exam level,” he said.

A recent report by the Monash University Centre for Youth Policy and Education Practice called for assessments to be “diversified” because an ATAR could not capture a student’s full range of skills.

South Australia is trialling a ‘learner profile’ initiative in some schools which was designed to provide assessors with a student’s capabilities alongside their academic marks.

Catholic schools in NSW have developed a data-driven method that identifies a student’s strengths and weaknesses as they move through school to offer additional support if needed.

Swinburne University School of Social Sciences, Media, Film and Education associate dean Narelle Lemon said students should consider whether they want to go to university or undertake vocational training well before VCE begins to alleviate some pressure associated with assessments.

VCE exams have been branded “problematic”. Picture: Nicole Cleary

“We’re often indoctrinated to cram for an exam, and we’re studying for that moment, but thinking about the bigger picture and having access to career advisers, trusted mentors and teachers can help us realise that there’s so many different pathways and so many ways to showcase our abilities,” Prof Lemon said.

Tailored assessment approaches are already the norm internationally.

Finland’s academic outcomes rank highly internationally according to OECD data despite no standardised testing for secondary school students.

Australian Parents Council chief executive Jenni Rickard, whose Year 12 son chose not to receive an ATAR halfway through this year, said parents were pushing back against mainstream exams to help their children avoid unnecessary mental health issues.

“Schools place so much pressure on every child to do high stakes exams. Exams are not what families are looking for their kids and that’s why they are seeking out other pathways,” she said.

Year 12 student Mackenzie Sinclair, who chose to study an unscored VCE this year at Saint Ignatius College in Geelong, said the choice helped her manage mental health issues without the added pressure of working towards an ATAR.

She planned to study a Bachelor of Nursing immediately after finishing school, but will complete a diploma before studying at university.

“I was more engaged in the content and classes as I didn’t have the worry of an ATAR over my head,” she said.

“If I did a scored VCE, I would have found myself much more stressed with school and not have enjoyed year 12 as much as I did.”

Education Minister Natalie Hutchins said high marks at the end of VCE were not the only measure of success.

“Whatever your study scores or ATAR, we make sure there are many pathways to set up students for what they want to do next,” she said.

The VCE Vocational Major, an applied learning program that is completed over two years without exams, will be introduced in Victoria from next year, giving students the choice to enter the workforce immediately after school or complete further study.

Students who undertake it must still sit standardised tests such as the General Achievement Test.