As promised the responses to your questions from the expert exam panel keep coming.

Several attendees asked questions that could be categorised as strategic questions or assessment literacy questions. They were really asking about how students can present their knowledge in order to maximise their marks under VCAA guidelines. Below, we have answered each of these questions, so that you can guide and advise your students in preparation for exams.

Can students use dot points in the extended response?

Short answer: yes—but don’t rely on them.

The VCAA emphasises clear communication of scientificideas, which usually means:

• complete, logically structured responses
• showing relationships between concepts

Dot points can work for:

• listing features
• breaking down steps

When can students use abbreviations vs full terms?

This one’s important.

VCAA guidance suggests:

• Use the full term first, then you can abbreviate
• Example: parasympathetic nervous system (PNS) → then just PNS

 This ensures:

• clarity for the examiner
• no ambiguity in marking

Can students put definitions in brackets?

Yes—but don’t overdo it.

Stuents can include brief clarifications in brackets if it:

• improves clarity
• supports your explanation

 However:

• writing full definitions in brackets instead of integratingthem into your answer is risky
• it can feel disconnected from the explanation

Best approach:
– integrate definitions naturally into the sentence
–  use brackets only for quick clarification

How much can students abbreviate terminology?

Use common, accepted abbreviationsonly—and define them first.

 Safe:

• gastrointestinal (GI)
• parasympathetic nervous system (PNS)
• general adaptation syndrome (GAS)

Risky:

• informal shortcuts like “gut” instead of gastrointestinal system
• making up your own abbreviations

Rule of thumb:
If it sounds like casual language, students should avoid using it.

Subheadings and dot points in extended response (ER) questions?

Studebts can use them—but they’re not a substitute for structure.

The VCAA expects:

• coherent, logically sequenced responses
• clear links between ideas

 Subheadings can help:

• organise long responses
• keep students on track

 Dot points:

• okay for structure
• but must still contain developedideas, not fragments

Can students format answers (tables, rough structure, adding later)?

Tables?

• Not typically recommended
• They can work only if they clearly answer thequestion
• Risk: they don’t show depth or explanation

Adding to answers later?

• Yes—students won’t lose marks for this
• Examiners mark what’sthere, not how pretty it is

 So:

• If students come back and add more ideas → they can still earn marks
• Even partially developed ideas in dot points can earn marks if they’re scientificallycorrect

Does the 10-mark response need to be perfect paragraphs?

No—but it does need:

• depth
• clear links
• accurate terminology

Well-written paragraphs make this easier—but markers care more about:

• quality of ideas
• completeness of response

Can students draw models, flowcharts, or visuals?

Yes—with a catch.

You can include:

• diagrams
• flowcharts
• labelled models

 But:

• they must support written explanation
• they won’t earn full marks on their own

Think of visuals as:
–  a bonus for clarity
–  not a replacement for explanation

The Big Takeaway

The VCAA isn’t marking student handwriting style—they’re marking their thinking.

So:

• clarity > creativity
• explanation > listing
• accuracy > shortcuts

If a format helps the student to explain ideas clearly, then they should use it.
If it risks confusion, they should stick to structured sentences.

We also had a few people ask what Kristy’s 4 criterion for the extended response were. We checked with KK herself, and she summarised it for you as:

• Explain terms
• Discuss significance or connections
• Show understanding of data/models
• Conclude or find significance

In the meantime, if people have further questions – reach out, we are always happy to help!

Steph and Kate and your CDES team

Hi All,

It has been 5 weeks since the conference and we hope that you are making use of the resources provided by our wonderful presenters. As promised, albeit slightly later than anticipated, we will be answering the questions that were asked during the Exam Panel Analysis. We will endeavour to answer all questions, and post as individual blogs. First question, which was asked by a few people, was around the use of subheadings in the extended response. Some people were interested in whether subheadings or dot points could be used, and others asked if we specifically taught students to write with subheadings. So here we go:

Students can definitely subheadings in their responses. It is a matter of preference as to whether you actively teach students to use subheadings, however, many find it useful and can use them as a guide/ scaffold to their answer. Usually the subheadings would be closely linked to the question, so for 2026, ‘Method of loci’, ‘Songlines’, ‘Comparison of method of loci and songlines’ could have been appropriate subheadings to use in the evaluation of the ability of someone with Aphantasia to use method of loci and songlines. However, when using subheadings and/or dot-points in any extended response students must be mindful that they may not be able to access the top band of marks, as the assessment criteria ‘construction of evidence based arguments, and/or drawing of conclusions, and/or discussion of implications and findings does consider written expression.

We will post again soon with our next installment of a response to one of your questions,

Kate and Steph