For teachers and school leaders

The Authority is taking a flexible approach to meeting emerging issues and is relying on schools to be similarly responsive in ensuring continuity of learning and delivery of assessment to students.

We will continue to update you with advice and support that will enable teachers and school leaders to respond to the challenges, as required.

Use this section to find information that:

Authentication of assessment tasks

Whilst it is assumed that assessment will be administered at school, any assessment tasks not administered under controlled conditions require appropriate validation/authentication processes. Student work submitted to demonstrate achievement should only be accepted if the teacher can attest that, to the best of his/her knowledge, all work is the student’s own.

Teachers of Pre-primary to Year 10 students, who continue to be actively engaged in their school work, yet are unable to physically attend school (e.g. medically vulnerable students) should work with the student’s parent/carer/guardian to determine alternative arrangements to authenticate their assessments.

Teachers of students who continue to be actively engaged in Year 11 or 12 courses, yet are unable to physically attend school (e.g. medically vulnerable students, international students who are enrolled at a Western Australian school but have not been able to return to Western Australia due to COVID-19 restrictions) should contact the Authority, via

Learning that takes place beyond the classroom

When delivering curriculum in a remote environment, the use of formative assessments to maintain continuity of your teaching and learning program is important. Students will benefit from receiving feedback from their teacher. Appropriate feedback to students includes:

  • identifying gaps in their understanding
  • advising how they can improve their learning, rather than listing only what they got wrong
  • teaching skills so that they can monitor and take responsibility for meeting their learning goals
  • helping to identify their strengths and weaknesses
  • giving examples of high-quality work along with opportunities for them to review and correct their own work.

Teachers should consider flexible ways for students to complete formative assessments particularly in a modified learning environment. These may include one or more of the following ways:

  • photographic, video or audio evidence of the task being completed
  • a discussion with the student about their understanding of the assessment task
  • simulated, live online assessment
  • personalised feedback via email or telepresence.


The broadest definition of collaboration is appropriate, ranging from individual/paired interactions to teams working together to achieve shared goals.

Collaboration can be achieved face-to-face or in online interactions or communities. Where students are collaborating through emails or online networks such as ‘Teams’, it is appropriate for the teacher to be copied into emails or invited as a member of the group so that authentication is possible.

Collaboration, depending on the requirements in the course syllabus, may be with one or more students, members of the community, teachers or relatives. Again, this should be interpreted very openly and students and teachers should consider a range of opportunities for collaboration.

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