Standards Glossary

In the Victorian Essential Learning Standards, a number of terms are used to describe its organising principles and approaches to teaching, learning and assessment. Definitions of these key terms may be accessed alphabetically in this glossary.

Browse glossary: A – B | C – D | E – F | G – K | L – M | N – Q | R – S | T – U | V – Z

Definitions of key terms as used in individual domains are supplied in separate domain-specific glossaries.

assessment: A measure of student learning and the extent to which instructional objectives have been achieved. Assessment methods should be matched to purpose and encompass: summative assessment of learning to determine what the student has achieved; formative assessment to inform the next stage of teaching and learning that will occur; and ongoing assessment which focuses on teacher feedback alongside student reflection and self assessment.

authentic assessment: is based on the development of a meaningful product, performance or process over time. Students develop and demonstrate the application of their knowledge and skills in real world situations which promotes and supports the development of deeper levels of understanding. Authentic assessment stems from clear criteria of which students are aware and involved in the development and evaluation of. Students and teachers collect evidence of student development over time in learning journals or portfolios. Criteria are usually expressed in rubrics but can also be based on criteria such as the Mayer Key Competencies.

deep understanding: Usable knowledge connected and organised around important concepts which can be applied to different contexts the student will experience.

dimensions: Within each domain, the different concepts of essential knowledge, skills and behaviours are organised into dimensions. Standards by which student achievement and progress is measured are written for each dimension.

disciplines: Commonly accepted bodies of knowledge (branches of learning) and ways of organising to teach them, along with associated skills and behaviours. In the Victorian Essential Learning Standards, these refer to the Arts, The Humanities, English and Languages Other Than English, Mathematics and Science.

domains: The domains are distinct but interrelated areas of knowledge, skills and behaviours considered essential in the education and development of students within each of the three strands:

Physical, Personal and Social Learning strand includes the four domains of Health and Physical Education; Personal Learning; Interpersonal Development; and Civics and Citizenship
Discipline-based Learning strand includes the domains of the Arts; English; The Humanities : History, Geography and Economics; Languages Other Than English; Mathematics; and Science
Interdisciplinary Learning strand includes the four domains of Communication; Design; Creativity and Technology; Information and Communications Technology; and Thinking Processes.

formative assessment: Formative assessments are the assessment tasks or exercises which occur during the teaching activities and are continuous. The student's performances on these tasks are used by the teacher to make decisions about where the teaching needs to go next in order to assist that student's learning. It is part of the teaching cycle and not part of grading.

Interdisciplinary Learning: A range of knowledge, skills and behaviours which cross discipline boundaries, and are needed for effective functioning in society within and beyond school : that is, Communication; Design, Creativity and Technology; Information and Communications Technology; and Thinking Processes.

levels: The levels represent typical progress of students at key points within the stages of learning. It is recognised that students progress at individual rates and may demonstrate achievement at a particular level earlier or later than typical. The six levels associated broadly with the years of schooling from Prep to Year 10 as follows:

Level 1 – End of Prep Year
Level 2 – End of Year 2
Level 3 – End of Year 4
Level 4 – End of Year 6
Level 5 – End of Year 8
Level 6 – End of Year 10

pedagogy: The study and practice of teaching and learning; especially the conscious use of particular instructional methods such as constructivism which focuses on the active role of learners in constructing new knowledge and understanding based on what they already know and believe.

Physical, Personal and Social Learning: A range of knowledge, skills and behaviours that enable students to develop as learners, as people responsible for their own development and growth, and as citizens in Australian society : that is, Health and Physical Education; Personal Learning; Interpersonal Development; and Civics and Citizenship.

reporting: The means by which clear and meaningful information is provided to students, parents and the community about what students know and can do, along with advice about how they can improve.

stages of learning: Developmental stages related to the characteristics of typical learners. The stages outlined in the Victorian Essential Learning Standards broadly relate to early childhood (Years Prep to 4), the emergence of adolescence (Years 5 to 8), and later adolescence (Years 9 to 10) where students are preparing for transition to the post-compulsory years.

standards: The knowledge skills and behaviours expected in each of the domains within the three learning strands. Standards describe what students are expected to know and be able to do at each of six levels and how well they are expected to know and do it. These standards are set where they are developmentally appropriate and will be aligned to any agreed national benchmarks.

strands: The three interwoven strands are the main organising concepts of the Victorian Essential Learning Standards (i.e. Physical, Personal and Social Learning; Discipline-based Learning; and Interdisciplinary Learning). The three purposes of essential learning represented by the strands, equip students with the interdependent capacities to manage themselves and their relations with others, to understand the world and to act effectively in that world.

summative assessment: is the product of 'on-balance' judgment based on an accumulated range of assessment sources to determine what the student has achieved and learnt at the end of a unit or semester. Summative assessment is based upon the accumulated learning that has taken place over a period of time and can also be diagnostic in nature. Conducting summative assessment at the end of a unit enables teachers to ascertain student's development against the unit goals and objectives and to set future directions for learning.

validation: The process of confirming the Victorian Essential Learning Standards as implemented in the first year, to ensure they meet the expressed aim of ensuring that students finish their compulsory years of schooling equipped with the knowledge, skills and personal qualities needed for further education, work and life.

values: Principles and standards that guide behaviour.