research project sace

Research Project A & B (Stage 2)

Length of course, compulsory or elective, pre-requisites, subject description.

Students choose a research question that is based on an area of interest to them. They explore and develop one or more capabilities in the context of their research.

The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory inquiries.

The Research Project provides a valuable opportunity for SACE students to develop and demonstrate skills essential for learning and living in a changing world. It enables students to develop vital skills of planning, research, synthesis, evaluation, and project management.

The Research Project enables students to explore an area of interest in depth, while developing skills to prepare them for further education, training, and work. Students develop their ability to question sources of information, make effective decisions, evaluate their own progress, be innovative, and solve problems.

The content of both Research Project A and B consists of:

• developing the capabilities
• applying the research framework 

In Research Project students choose a research question that is based on an area of interest . They identify one or more capabilities that are relevant to their research.

Students use the research framework as a guide to developing their research and applying knowledge, skills, and ideas specific to their research question. They choose one or more capabilities, explore the concept of the capability or capabilities, and how it or they can be developed in the context of their research.

Students synthesise their key findings to produce a Research Outcome, which is substantiated by evidence and examples from the research. They review the knowledge and skills they have developed, and reflect on the quality of their Research Outcome.

Students must achieve a C– grade or better to complete the subject successfully and gain their SACE.

For Research Project A, students can choose to present their external assessment in written, oral, or multimodal form.

For Research Project B, the external assessment must be written.

The following assessment types enable students to demonstrate their learning in Stage 2 Research Project A and B:

School Assessment (70%)

Assessment Type 1: Folio (30%)

Assessment Type 2: Research Outcome (40%)

External Assessment (30%)

Assessment Type 3: Review (30% Research Project A)

Assessment Type 3: Evaluation (30% Research Project B)

Research Project A and B contribute to an ATAR

Pathways for Cross Disciplinary

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Curriculum 2024

Research Project A

• Introduction
• Australian Curriculum
• Curriculum Offerings 2024
• Learning Area Flowcharts
• Assigning English and Mathematics Classes
• Positive Education
• Senior School Planning and Pathways
• Pathways Program - VET
• Year 11 SACE Stage 1
• Year 12 SACE Stage 2

THS Curriculum Handbook

Year 11 – Research Project

Length: Single Semester (10 Stage 2 credits) Contact: SACE Leader ALL students must complete the 10-credit Research Project at Stage 2 of the SACE, with a C− grade or better. Course Description Students will:

• Choose a topic of interest and develop a research question
• Learn and apply research processes and the knowledge and skills specific to their research topic
• Record their research and evaluate what they have learnt.

The term research is used broadly and may include practical or technical investigations, formal research, or exploratory enquiries. Students are expected to:

• Work independently and with others to initiate an idea, and to plan and manage a research project
• Demonstrate the learning capability and 1 other chosen capability
• Analyse information and explore ideas to develop their research
• Develop and apply specific knowledge and skills
• Communicate and evaluate their research outcome
• Evaluate the research processes used and their chosen capability.

Assessment (Both ATAR accredited) Research Project A

• Folio (30%)
• Research Outcome (40%)
• Review (external assessment – 30%).

Maximum of 1500 words if written. Maximum of 10 minutes for an oral presentation. Equivalent in multimodal form. Research Project B

• Evaluation (30%).

A maximum of 2000 words if written or a maximum of 12 minutes for an oral presentation, or the equivalent in multimodal form. Note: We strongly advise that Research Project B be undertaken for those students on a University pathway.

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SACE Board of South Australia

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Find out how to help students meet the requirements of the SACE, support teachers in VET and special provisions, and complete your admin tasks.

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Students can learn about their SACE journey, the comprehensive range of subjects on offer, and flexible pathways they can take.

• Your SACE journey
• Help and support
• SACE Board Strategic Plan
• Drivers for change
• Our approach
• Professional Learning
• Revitalising the Personal Learning Plan
• Revitalising the Research Project
• Capabilities & Learner Profile
• Recognition of Aboriginal Cultural Knowledge and Learning
• SACE Change Network

Overview - Research Project

• Teaching the SACE

Research Project

Navigation menu, web content display (global).

In the Research Project, you will have the opportunity to study an area of interest in depth.

It will require you to use your creativity and initiative, while developing the research and presentation skills you will need in further study or work.

Key documents

• 2022 Research Project Subject Assessment Advice.docx 836KB
• Research Project A - subject adjustments 2023.pdf 99KB
• Research Project A Subject Outline (for teaching in 2023).docx 1.4MB
• Research Project B - subject adjustments 2023.pdf 99KB
• Research Project B Subject Outline (for teaching in 2023).docx 1.3MB

Useful links

• Stage 2 key dates
• Teacher FAQs
• Student FAQs
• Subject operational information
• Introducing the Research Project to students
• Apply to be a member of an assessment panel

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How the SACE works: Understanding South Australia and the Northern Territory's Year 12 ATAR system (SACE/NTCET)

Exactly how the mythical SACE/NTCET works is a constant source of confusion for parents and students. Learn about South Australia and the Northern Territory's shared Year 12 ATAR system here

2 years ago   •   3 min read

The South Australian Certificate of Education (SACE) and the Northern Territory Certificate of Education and Training (NTCET) are related senior secondary certificates both managed by the SACE Board.

To obtain the SACE or NTCET, students must achieve 200 credits. How are they counted? Let's take a look:

How the SACE works:

The SACE involves Stage 1 subjects and Stage 2 subjects.

Stage 1 subjects are mostly taken in Year 11, and Stage 2 subjects are mostly taken in Year 12.

Each semester of a subject is worth 10 credits when passed. (But we’re aiming for way higher here!) Credits can also be gained through recognised VET courses and other Recognised Studies. Here’s a breakdown of credit requirements:

50 Credits - Compulsory Subjects

Students must complete 20 credits of English subjects, and 10 credits of mathematics subjects. In addition to this, they must also complete:

The Personal Learning Plan (10 credits)

The Personal Learning Plan (PLP) is a Stage 1, 10-credit subject . Here, students consider their interests and strengths to form a plan for their future academic and professional goals. The PLP has a focus on student initiative by developing research skills and strategies to improve personal qualities. It’s often the first SACE subject a student will take, as most schools offer PLP in Year 10.

The Research Project A or B (10 credits)

The Research Project (RP) is a Stage 2, 10-credit subject . There are two variants: Research Project A does not allow the student to pursue an ATAR, while Research Project B enables both ATAR and non-ATAR pathways.

At the discretion of the school, students may take the subject in Year 11 or 12 (some even complete it during the summer break in-between!). Here, students select a research question, identify what makes high-quality research, refine research methods, analyse findings, and navigate problems encountered throughout.

60 Credits - Stage 2 or VET

Of the SACE/NTCET, 60 credits must come from Stage 2 subjects and/or recognised vocational education and training course(s). Students can undertake the two in whatever ratio they choose.

90 Credits - Other Studies

The rest of the 90 credits can be made up of any Recognised Studies. This may be:

• any SACE/NTCET subjects
• interstate/international senior secondary learning
• tertiary studies, including recognised VET and university studies
• community learning, through formal programs (like AMEB or St. John’s) or self-direction (like leading community projects or being a primary carer)
• plus way more!

Assessments

SACE/NTCET subjects are evaluated through internal (school-based) and external (set by the SACE Board) assessments. External assessments allow for moderated marking standards. While external assessments often include exams, not all subjects have one! For example, an English external piece may be an assignment completed over weeks, and an arts external assessment may be a live performance instead.

ATAR Calculation

SA and NT higher education admissions are managed by the South Australian Tertiary Admissions Centre ( SATAC ).

The ATAR pathway is only available to students who complete

• Research Project B
• at least 90 credits at Stage 2
• of which at least 60 credits must be from 20-credit Tertiary Admissions Subjects (TAS)
• and the other 30 credits from TAS, with up to 20 credits of Recognised Studies.

The aggregate calculation process involves selecting a student’s three best-performing subjects (with scaled marks out of 20) and a “flexible option”. This option can be another subject, credits from Recognised Studies, or a mix. SATAC will work out the option that gives each student the highest possible aggregate before ranking them against each other to calculate the ATAR.

The SACE system can be quite complex, and understanding what's going on can be very daunting for new students and parents. If you ever need some assistance with SACE studies or subject-specific help, KIS Academics tutors have a thorough understanding of their subjects and can assist in understanding curriculum requirements. Our online tutors are able to provide materials and teaching on how to prepare for SACE assessments. Learn about our SACE tutoring and book a free study skills consultation with a KIS Academics online tutor.

Written by KIS Academics Tutor and State Consultant for South Australia (SACE), Yumeng Liu. You can view Yumeng's profile here and request her as a tutor.

Disclaimer: KIS Academics is not affiliated with the South Australian Tertiary Admissions Centre ( SATAC ). For a more detailed overview of the SACE , please refer to SATAC materials.

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Research project.

I. INTRODUCTION

Stage 2 Research Project is a compulsory 10-credit subject. Students must achieve a C–grade or better to complete the subject successfully and gain their SACE.

Students enrol in either Research Project A or Research Project B.

The external assessment for Research Project B must be written. Students can choose to present their external assessment for Research Project A in written, oral, or multimodal form.

Research Project B may contribute to a student’s Australian Tertiary Admission Rank (ATAR).

Students choose a research question that is based on an area of interest to them. They explore and develop one or more capabilities in the context of their research.

The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory inquiries.

The Research Project provides a valuable opportunity for SACE students to develop and demonstrate skills essential for learning and living in a changing world. It enables students to develop vital skills of planning, research, synthesis, evaluation, and project management.

The Research Project enables students to explore an area of interest in depth, while developing skills to prepare them for further education, training, and work. Students develop their ability to question sources of information, make effective decisions, evaluate their own progress, be innovative, and solve problems.

II. LEARNING SCOPE AND REQUIREMENTS 

1. Learning Requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Research Project B.

In this subject, students are expected to:

• generate ideas to plan and develop a research project
• understand and develop one or more capabilities in the context of their research
• analyse information and explore ideas to develop their research
• develop specific knowledge and skills
• produce and substantiate a Research Outcome
• evaluate their research.

Stage 2 Research Project B is a 10-credit subject.

The content of Research Project B consists of:

• developing the capabilities
• applying the research framework.

In Research Project B students choose a research question that is based on an area of interest. They identify one or more capabilities that are relevant to their research.

Students use the research framework as a guide to developing their research and applying knowledge, skills, and ideas specific to their research question. They choose one or more capabilities, explore the concept of the capability or capabilities, and how it or they can be developed in the context of their research.

Students synthesise their key findings to produce a Research Outcome, which is substantiated by evidence and examples from the research. They evaluate the research processes used, and the quality of their Research Outcome.

2.1. Developing the Capabilities

The purpose of the capabilities is to develop in students the knowledge, skills, and understanding to be successful learners, confident and creative individuals, and active and informed citizens.

The capabilities that have been identified are:

• information and communication technology capability
• critical and creative thinking
• personal and social capability
• ethical understanding
• intercultural understanding.

The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts.

2.1.1. Literacy

In Research Project B, students develop their capability for literacy by, for example:

• communicating with a range of people in a variety of contexts
• asking questions, expressing opinions, and taking different perspectives into account
• using language with increasing awareness, clarity, accuracy, and suitability for a range of audiences, contexts, and purposes
• accessing, analysing, and selecting appropriate primary and secondary sources
• engaging with, and reflecting on, the ways in which texts are created for specific purposes and audiences
• composing a range of texts — written, oral, visual, and multimodal
• reading, viewing, writing, listening, and speaking, using a range of technologies
• developing an understanding that different text types (e.g. website, speech, newspaper article, film, painting, data set, report, set of instructions, or interview) have their own distinctive stylistic features
• acquiring an understanding of the relationships between literacy, language, and culture.

2.1.2. Numeracy

In Research Project B, students develop their capability for numeracy by, for example:

• using appropriate language and representations (e.g. symbols, tables, and graphs) to communicate ideas to a range of audiences
• analysing information displayed in a variety of representations and translating information from one representation to another
• justifying the validity of the findings, using everyday language, when appropriate
• applying skills in estimating and calculating, using thinking, written, and digital strategies to solve and model everyday problems
• interpreting information given in numerical form in diagrams, maps, graphs, and tables
• visualising, identifying, and sorting shapes and objects in the environment
• interpreting patterns and relationships when solving problems
• recognising spatial and geographical features and relationships
• recognising and incorporating statistical information that requires an understanding of the diverse ways in which data are gathered, recorded, and presented.

2.1.3. Information and Communication Technology Capability

In Research Project B, students develop their capability for information and communication technology by, for example:

• understanding how contemporary information and communication technologies affect communication
• critically analysing the limitations and impacts of current technologies
• considering the implications of potential technologies
• communicating and sharing ideas and information, to collaboratively construct knowledge and digital solutions
• defining and planning information searches of a range of primary and secondary sources when investigating research questions
• developing an understanding of hardware and software components, and operations of appropriate systems, including their functions, processes, and devices
• applying knowledge and skills of information and communication technology to a range of methods to collect and process data, and transmit and produce information
• learning to manage and manipulate electronic sources of data, databases, and software applications
• applying technologies to design and manage projects.

2.1.4. Critical and Creative Thinking

In Research Project B, students develop their capability for critical and creative thinking by, for example:

• thinking critically, logically, ethically, and reflectively
• learning and applying new knowledge and skills
• accessing, organising, using, and evaluating information
• posing questions, and identifying and clarifying information and ideas
• developing knowledge and understanding of a range of research processes
• understanding the nature of innovation
• recognising how knowledge changes over time and is influenced by people
• exploring and experiencing creative processes and practices
• designing features that are fit for function (e.g. physical, virtual, or textual)
• investigating the place of creativity in learning, the workplace, and community life
• examining the nature of entrepreneurial enterprise
• reflecting on, adjusting and explaining their thinking, and identifying the reasons for choices, strategies, and actions taken.

2.1.5. Personal and Social Capability

In Research Project B, students develop their personal and social capability by, for example:

• developing a sense of personal identity
• reviewing and planning personal goals
• developing an understanding of, and exercising, individual and shared obligations and rights
• participating actively and responsibly in learning, work, and community life
• establishing and managing relationships in personal and community life, work, and learning
• developing empathy for and understanding of others
• making responsible decisions based on evidence
• working effectively in teams and handling challenging situations constructively
• building links with others, locally, nationally, and/or globally.

2.1.6. Ethical Understanding

In Research Project B, students develop their capability for ethical understanding by, for example:

• identifying and discussing ethical concepts and issues
• considering ethical and safe research processes, including respecting the rights and work of others, acknowledging sources, and observing protocols when approaching people and organisations
• appreciating the ethical and legal dimensions of research and information
• reflecting on ethics and honesty in personal experiences and decision-making
• exploring ideas, rights, obligations, and ethical principles
• considering workplace safety principles, practices, and procedures
• developing ethical sustainable practices in the workplace and the community
• inquiring into ethical issues, selecting and justifying an ethical position, and understanding the experiences, motivations, and viewpoints of others
• debating ethical dilemmas and applying ethical principles in a range of situations.

2.1.7. Intercultural Understanding

In Research Project B, students develop their capability for intercultural understanding by, for example:

• identifying, observing, analysing, and describing characteristics of their own cultural identities and those of others (e.g. group memberships, traditions, values, religious beliefs, and ways of thinking)
• recognising that culture is dynamic and complex and that there is variability within all cultural, linguistic, and religious groups
• learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others, and cultivate mutual respect
• developing skills to relate to and move between cultures
• acknowledging the social, cultural, linguistic and religious diversity of a nation, including that of Aboriginal and Torres Strait Islander societies in Australia
• recognising the challenges of living in a culturally diverse society and of negotiating, interpreting, and mediating difference.

2.2. Applying the Research Framework

The four parts of the research framework for Research Project B are:

• initiating and planning the research
• developing the research
• producing and substantiating the Research Outcome
• evaluating the research.

The four parts of the research framework are explained below.

2.2.1. Students Initiate and Plan their Research

Students plan their research by making decisions, seeking help, responding to and creating opportunities, and solving problems.

Students Formulate and Refine a Research Question

Formulating and refining the question help students to focus their research.

A research question:

• could be based on an idea or issue, a technical or practical challenge, a hypothesis, creating an artefact, or solving a problem
• may be an area of interest that is not related to a subject or course
• may be linked to content in an existing subject or course. Work that has been previously assessed for another subject or course cannot be used in this subject. However, information gained or ideas expressed in one assessment task can be extended in another assessment task.

Students refine their question, ensuring that the question lends itself to being researched and that the research is likely to be manageable and achievable. Refining a question may involve identifying a precise context, for example, place, type, age group, or time period.

Students and teachers must ensure that the research question and processes proposed do not compromise the principles of honest, safe, and ethical research.

Students Plan their Research

• consider, select, and/or design research processes (e.g. qualitative and quantitative research, practical experimentation, fieldwork) that are appropriate to their research question
• investigate and propose safe and ethical research processes
• identify knowledge, skills, and ideas that are specific to their research question
• identify people with whom to work (e.g. their teacher, a community expert, or a peer group) and negotiate processes for working together
• plan the research in manageable parts
• explore ideas in an area of interest
• explore the concept of a capability or capabilities in the context of their research
• consider the form of and audience for the Research Outcome.

2.2.2. Students Develop their Research

• develop a capability or capabilities in ways that are relevant to their research question
• develop and apply specific knowledge and skills
• develop and explore ideas
• locate, select, organise, analyse, use, and acknowledge information from different sources
• consult teachers and others with expertise in their area of interest
• participate in discussions with the teacher about the progress of their research
• apply safe and ethical research processes
• review and adjust the direction of their research in response to feedback, opportunities, questions, and problems as they arise
• maintain a record of progress made and sources used.

2.2.3. Students Produce and Substantiate their Research Outcome

Students synthesise their key findings (knowledge, skills, and ideas) to produce a Research Outcome.

The Research Outcome is substantiated by evidence and examples from the research, and shows how the student resolved the research question.

Substantiation should be relevant to the Research Outcome, and is usually provided in one or both of the following ways:

• By referencing the key findings from the research to sources, using, for example, in‑text references and thereby demonstrating the origin of ideas and thoughts.
• By explaining the validity of the methodology adopted and thereby demonstrating that it is able to be reproduced.

The Research Outcome must include the key findings and substantiation. The Research Outcome can take the form of:

• the key findings and substantiation, which together form a product

Examples include: an essay, a report, an oral or written history with appropriate in-text referencing and a bibliography and/or references list; a multimedia presentation; a documented science experiment

• the key findings and substantiation, with elements of or reference to a separate product

Examples include: a supporting statement and annotated photographs of a product that has been created; an extract from a student-developed children’s story, with a record of the background research

• the key findings presented as annotations on a product, and substantiated by evidence and examples of the research

Examples include: a recorded dance performance with notes and a director’s statement.

Students negotiate with their teacher suitable forms for producing their Research Outcome.

2.2.4 Students Evaluate their Research

• explain the choice of research processes used (e.g. qualitative and quantitative research, practical experimentation, fieldwork) and evaluate the usefulness of the research processes specific to the research question
• evaluate decisions made in response to challenges and/or opportunities (e.g. major activities, insights, turning points, and problems encountered)
• evaluate the quality of the Research Outcome
• organise their information coherently and communicate ideas accurately and appropriately
• communicate in written form.

III. ASSESSMENT SCOPE AND REQUIREMENTS

All Stage 2 subjects have a school assessment component and an external assessment component.

1. Evidence of Learning

The following assessment types enable students to demonstrate their learning in Stage 2 Research Project B:

School Assessment (70%)

Assessment Type 1: Folio (30%)

Assessment Type 2: Research Outcome (40%)

External Assessment (30%)

• Assessment Type 3: Evaluation (30%).

2. Assessment Design Criteria

The assessment design criteria are based on the learning requirements and are used by:

• teachers to clarify for the student what he or she needs to learn
• teachers and assessors to design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that:

• students should demonstrate in their learning
• teachers and assessors look for as evidence that students have met the learning requirements.

For this subject the assessment design criteria are:

• development

The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

2.1. Planning

The specific features are as follows:

• P1: Consideration and refinement of a research question.
• P2: Planning of research processes appropriate to the research question.

2.2. Development

• D1: Development of the research.
• D2: Analysis of information and exploration of ideas to develop the research.
• D3: Development of knowledge and skills specific to the research question.
• D4: Understanding and development of one or more capabilities.

2.3. Synthesis

• S1: Synthesis of knowledge, skills, and ideas to produce a resolution to the research question.
• S2: Substantiation of key findings relevant to the Research Outcome.
• S3: Expression of ideas.

2.4. Evaluation

• E1: Evaluation of the research processes used, specific to the research question.
• E2: Evaluation of decisions made in response to challenges and/or opportunities specific to the research processes used.
• E3: Evaluation of the quality of the Research Outcome.

3. School Assessment

The Folio is a record of the student’s research. Students develop a research question and then select and present evidence of their learning from the planning and development stages of the research project. The Folio includes a proposal (evidence of planning), and evidence of the research development, which may take a variety of forms, including a discussion.

• consider and define a research question, and outline their initial ideas for the research
• consider and select research processes that are likely to be appropriate to their research question (i.e. valid, ethical, and manageable research processes).

Evidence could include:

• guiding questions
• a written statement
• an oral discussion
• a multimedia presentation,

that may lead to the development of, and its incorporation in, a management plan.

Research Development

• develop the research, including knowledge and skills specific to the research question
• organise and analyse information gathered
• explore ideas
• understand and develop one or more capabilities.
• information collected, selected, annotated, and analysed, and ideas explored in relation to the research question

Examples include: notes, drafts, letters, sketches, plans, models, interview notes, observations, trials, reflections, data from experiments, records of visits or fieldwork, photographs, annotations, feedback, translations, and interpretations

• responses to feedback, interactions, questions, and problem-solving

Examples include: major activities, insights, turning points, and problems encountered

• recordings of discussions with the teacher (either digital or in the form of notes taken by the student) about how the research is developing, the research processes used, ideas that are developing through the research, and the knowledge and skills being developed and applied.

For this assessment type, students provide evidence of their learning in relation to all specific features of the following assessment design criteria:

Refer to the subject operational information on the Research Project minisite on the SACE website ( www.sace.sa.edu.au ) for details about materials to be submitted for moderation.

The Research Outcome is the resolution of the research question, through the presentation of the key findings from the research.

Students identify the intended audience for their Research Outcome, and consider the value of their research to this audience. The form and language of the Research Outcome should be appropriate to the intended audience.

In resolving the research question, students come to a position or conclusion as a response to their research question.

Students synthesise their key findings (knowledge, skills, and ideas) to produce a Research Outcome and substantiate these with evidence and examples from their research to show how they resolved the research question.

The Research Outcome must include the key findings and substantiation. The Research Outcome can take the form of:

Examples include: an essay, a report, an oral or written history, with appropriate in-text referencing and a bibliography and/or references list; a multimedia presentation; a documented science experiment

Students negotiate with their teacher suitable forms for producing their Research Outcome, for example:

• written results, conclusions, recommendations, or solutions to a problem or question (e.g. an essay, a report, a booklet, or an article)
• a product (e.g. an artefact, a manufactured article, or a work of art or literature) and a producer’s statement
• a display or exhibition with annotations
• a multimedia presentation and podcast
• a performance (live or recorded) with a supporting statement
• a combination of any of the above.

Students submit their Research Outcome to the teacher and, if they choose, present it to a broader audience (e.g. other students or community members).

Evidence of the Research Outcome must be:

• a maximum of 2000 words if written
• a maximum of 12 minutes for an oral presentation
• the equivalent in multimodal form.

For this assessment type, students provide evidence of their learning in relation to all specific features of the following assessment design criterion:

4. External Assessment

Assessment Type 3: Evaluation (30%)

The Evaluation is a series of judgments about the research processes used and the Research Outcome produced.

For this assessment type, students:

• evaluate the usefulness of the research processes used specific to the research question.

Students make judgments about the effectiveness of processes they used to collect information as part of their research (e.g. qualitative and quantitative research, practical experimentation, fieldwork). They make reference to specific sources of information to provide examples of the usefulness of the research processes.

• evaluate decisions made in response to challenges and/or opportunities specific to the research processes used.

Students make judgments about their actions when faced with challenges and/or opportunities while using research processes. They draw conclusions about the effect of these actions on the research.

• evaluate the quality of the Research Outcome.

Students make balanced judgments about the quality of their Research Outcome with a focus on the significance of their findings, and the particular features that influence the overall value and worth of their Research Outcome, including the extent to which the question has been resolved.

• organise their information coherently and communicate ideas accurately and appropriately.

Students prepare a written summary of the research question and the Research Outcome, to a maximum of 150 words. This summary is assessed.

Students must present their Evaluation in written form to a maximum of 1500 words (excluding the written summary).

The Evaluation can include visual material (e.g. photographs and diagrams), integrated into the written text.

The following specific features of the assessment design criteria for this subject are assessed in the external assessment component:

• evaluation — E1, E2, and E3
• synthesis — S3.

5. Performance Standards

The performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by:

• referring to the performance standards
• assigning a grade between A+ and E- for the assessment type.

The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E-.

6. Assessment Integrity

The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework.

The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools.

Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au).

IV. SUPPORT MATERIALS 

1. Subject-specific Advice

Online support materials are provided for each subject and updated regularly on the SACE website ( www.sace.sa.edu.au ). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.

2. Advice on Ethical Study and Research

Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website ( www.sace.sa.edu.au ).

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This $90m education research project is banking on data privacy to drive insights, by nadia tamez-robledo     may 17, 2024.

Alphavector / Shutterstock

With digital education platforms generating data on how millions of students are learning, they are also sitting on veritable information gold mines for researchers who are trying to improve education.

An ethical and legal conundrum stands in the way: how to responsibly share that data without opening students up to the possibility of having their personal information exposed to outside parties .

Now a consortium of education researchers and learning platforms are developing what they hope is a solution — researchers will never see the actual data.

The project dubbed SafeInsights, helmed by OpenStax at Rice University, is supported by a $90 million grant from the National Science Foundation over five years.

The idea is for SafeInsights to serve as a bridge between its learning platform and research partners, alongside collaborators helping flesh out how the exchange will work to safeguard student privacy.

“In a normal situation, you end up taking data from learning websites and apps and giving it to researchers for them to study and for them to analyze it to learn from,” JP Slavinsky, SafeInsights executive director and OpenStax technical director, says. “Instead, we're taking the researchers’ questions to that data. This creates a safer environment for research that's easier for schools and platforms to participate in, because the data is staying where it is already.”

Deeper Insights on a Large Scale

Another way to think of SafeInsights is as a telescope, say Slavinsky and his colleague Richard Baraniuk, the founder and director of OpenStax, which publishes open access course materials . It will allow researchers to peer into the vast amount of data from learning platforms like the University of Pennsylvania’s Massive Online Open Courses and Quill.org.

Researchers would develop questions — then transform those questions into computer code that can sift through the data — to be delivered to learning platforms. After the results are generated, they would be returned to researchers without the data ever having to be directly shared.

“It is really a partnership where we have researchers coming together with schools and platforms, and we're jointly trying to solve some problems of interest,” Slavinsky says. “We are providing that telescope for others to bring their research agenda and the questions they want to answer. So we're less involved on what specifically is going to be asked and more on making as many questions as possible answerable.”

Part of why this model would be so powerful is how it would increase the scale at which education research is done, Baraniuk says. There are plenty of studies that have small sample sizes of about 50 college students, he explains, who participate as part of a psychology class.

“A lot of the studies are about freshman college kids, right? Well, that's not representative of the huge breadth of different students,” Baraniuk says. “The only way you're gonna be able to see that breadth is by doing large studies, so really the first key behind SafeInsights is partnering with these digital education websites and apps who host literally millions of students every day.”

Another aspect where he sees the project opening new doors for researchers is the diversity of the student populations represented by the learning platform partners, which include education apps for reading, writing and science along with learning management systems.

“By putting together all of these puzzle pieces, the idea is that we can — at a very large scale — get to see a more complete picture of these students,” Baraniuk says. “The big goal of ours is to try to remove as much friction as possible so that more useful research can happen, and then more research-backed pedagogies and teaching techniques can actually get applied. But while removing that friction, how do we keep everything really safeguarded?”

Creating Trust, Protecting Privacy

Before any research takes place, SafeInsights partners at the Future of Privacy Forum are helping develop the policies that will shape how the program guards students’ data.

John Verdi, the Future of Privacy Forum’s senior vice president for policy, says the goal is to have privacy protections baked into how everything operates. Part of that is helping to develop what he calls the “data enclave,” or the process by which researchers can query a learning platform’s data without having direct access. Other aspects include helping develop the review process for how research projects are selected, training researchers on privacy and publishing lessons learned about operating with privacy at the forefront.

“Even if you have great technical safeguards in place, even if you do great ethical vetting,” he says about the training aspect, “at the end of the day, researchers themselves have decisions to make about how to responsibly use the system. They need to understand how the system works.”

The protection of student data privacy in education is generally “woefully under-funded,” he says, but it’s safeguarding that information that allows students to trust learning platforms — and ultimately create research opportunities like SafeInsights.

“Tasking students and parents to protect data is the wrong place to put that responsibility,” Verdi says. “Instead, what we need to do is build digital infrastructure that is privacy respectful by default, and [that] provides assurances that information will be kept confidential and used ethically.”

Nadia Tamez-Robledo ( @nadiatamezr ) is a reporter covering K-12 education for EdSurge with focuses on student and teacher mental health and changing demographics. You can reach her at nadia [at] edsurge [dot] com.

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