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Gain an understanding of student understanding to identify gaps for the cohort to target revision lessons.

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provide essential feedback and prep for EA's

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provide essential feedback and prep for EA's

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mixed understanding on the purpose of Mock Exams and how these can be used?

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mixed understanding on the purpose of Mock Exams and how these can be used?

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Inform the revision process in term 4

Students can practice the exam skills, equipment, processes, etc.

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Provide feedback for students/teachers in preparation for externals finding the strengths and weaknesses

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mixed understanding based on what has been communicated by teachers and leadership

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mixed understanding based on what has been communicated by teachers and leadership

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Opportunity to provide feedback.

Exam logistics.

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Practice the exam process

Mixed understanding - some value them and some do not

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Some value the feedback from the Mock to inform their revision

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Mixed

some believe it is useful tool for students and find gaps in their teaching practices

Data collection heard from one teacher

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To familiarise students with the operational aspects of sitting external assessments.

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To provide feedback to students regarding content.

To familiarise students with exam conditions.

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grow the culture around importance of assessment and feedback - mocks are another important opportunity to gain valuable feedback at the most crucial part of the journey

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grow the culture around importance of assessment and feedback - mocks are another important opportunity to gain valuable feedback at the most crucial part of the journey

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Final opportunity for students to practice.

Final opportunity for teachers to provide feedback.

Students can experience the environment, conditions, etc. before the final.

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Providing feedback to students

Guiding revision practices in Term 4

Practicing exam processes and logistics

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Feedback to inform teachers of what should be a key focus in final revision before externals

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To practice the process.

Provide feedback.

Identify issues / gaps as track towards ea

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Identify gaps in student understanding and skill to tailor instruction in Term 4.

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Prepare students for the EA process and give students targeted feedback

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experience a mock external exam - understanding of how external exams run and expectations

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experience a mock external exam - understanding of how external exams run and expectations

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Feedback, student preparation.

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designing practice where the tasks and activities reflect the performance or competition environment.

When participants learn the sport in the context of the performance environment, there is a higher chance that the gains made in practice will be retained and transferred to the game.

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Previous years exam is already published with the answers

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1. As the DP overseeing curriculum, I believe it is important for students to practice exam behaviours. There should be explicit teaching of: addressing general exam anxiety, understanding that you are not allowed to speak, what equipment is required, academic misconduct, distrurbance. 

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1. As the DP overseeing curriculum, I believe it is important for students to practice exam behaviours. There should be explicit teaching of: addressing general exam anxiety, understanding that you are not allowed to speak, what equipment is required, academic misconduct, distrurbance. 

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A compulsory day that they just have to attend.

An opportunity to gain feedback from their teachers.

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2. FEEDBACK! We know data shows that Feedback has a high effect size. Students should be receiving feedback from Mock exams. If this is not being given to students or students are not taking it seriously, it is our job as educators to do this. 

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2. FEEDBACK! We know data shows that Feedback has a high effect size. Students should be receiving feedback from Mock exams. If this is not being given to students or students are not taking it seriously, it is our job as educators to do this. 

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To provide an opportunity for students to experience the mode of assessment along with the possible types of questioning they will likely face for exam. Also, to provide evidence of likelihood the student will pass - allowing us to predict QCE outcome.

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Depends on the student; some will take them seriously and use the feedback to inform their study habits before the real exams. Others think it's a bit of a joke and they don't show up. There's some of each in every subject.

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Drive the important of attending Mock Exams. Explain to students that they will receive feedback. Ask students to mark themselves against the ISMG

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Drive the important of attending Mock Exams. Explain to students that they will receive feedback. Ask students to mark themselves against the ISMG

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Practice, organisation, current reality of where students are at.

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I think there are varying levels of value students place on the mocks which could be partially a result of lack understanding of purpose?

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Consistent delivery of messages through both YLHODs and CHODs.

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To provide practice for students of the exam. However, there are many that would prefer to have mock exam in house in their own classroom.

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Maybe don't send kids home. Attendance required all week. But students come out of classes to attend this. Understanding this has consequences but may support attendance. 

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Maybe don't send kids home. Attendance required all week. But students come out of classes to attend this. Understanding this has consequences but may support attendance. 

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do we do mocks for only ATAR students?  What then does this mean for our other students?

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do we do mocks for only ATAR students?  What then does this mean for our other students?

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Something they just have to do to be able to attend formal / engage in senior events etc etc.

Many seem to think they’ll just study ‘after’ the mocks.

Some may value the practice opportunity and use the feedback provided (few).

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Practice exam processes

Evaluate learning

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*students practice expectations - arrival, instructions, seating, conditions

*teachers to understand process of exam collection/counting and external exam processes and supervisions

*exam condition papers for feedback to students. some students are not great at exams - this gives them experience before the 'real deal'

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Mirror exam conditions and provide students practice in big cohort exam structure, skills

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State High, collect students draft sheets and use ttheir drafting paper to address student learning/target their pedagogy

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State High, collect students draft sheets and use ttheir drafting paper to address student learning/target their pedagogy

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Practice for their actual exam. Some would say they understand it provides them with a space for reflection and guide to help them study

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Whole school approach: Teachers drive a culture of mock exams, CHODs drive a culture. etc

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Whole school approach: Teachers drive a culture of mock exams, CHODs drive a culture. etc

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Have unseen papers

Maybe only full length mock exam for some subjects. Multichoice component in class at another time etc

Consistent message of importance/value to students and parents

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Tap into 2025 feedback focus to promote student-centred approaches

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Whole school meeting with break off groups - all senior teachers can receive these key messages no more!

Or give CHODs slidedeck to go through with their staff to relat key messages

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Can we keep students in class and they only leave to sit an exam? This is a valuable time in the Applied space that they could be in class for... and in many cases, they need it.

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Some teachers practice ALOT in class prior to the exam - double up?

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When talking about external exams, regularly communicating this purpose would be important to always come back to. supporting teachers to provide that feedback in a useful way for student learning.

Having formal etc in exam block may also impact exam attendance

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Formally.

And then do all others in class.

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Do the mocks at an appropriate time where staff don't feel rushed to mark and provide feedback. A rushed job means that its potentially not effective.

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Evaluate where students are at. Inform further revision

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feedback purposes for external exams. sit a comparable exam, and provide targeted feedback in the lessons after

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mocks allows us to identify concerns and processes (troubleshooting) for the external exams to run smoothly

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Consider impact on Applied and VET spaces

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Consider impact on Applied and VET spaces

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Applied and VET spaces are heavily impacted via Mocks with absences. Students in these spaces are already behind because they need to do 4IAs or many competencies but are disurpted by teachers and students offline to complete mocks

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Does the lack of collective purpose exist before Term 3 Week 8?

Does the focus of 100% QCE mean that we don’t have a high ATAR culture?

How do we build ATAR culture and ambition early so that buy-in for Mock Exam is just a given?