PA3 Making judgements and decisions and the Progress Checks: SACE Activating Identities and Futures
“PA3 Making judgements and decisions: make and explain informed judgements and decisions at key points of your learning, using evidence from your Portfolio and reflecting both back on what happened and forward to what you will do next (Progress Checks)”
PA3 rewards informed, discerning decisions explained with Portfolio evidence, options weighed and reflection back and forward. It is assessed mainly in two or more Progress Checks (35%), held with your teacher through the year, within a combined 1500 words, 10 minutes or the multimodal equivalent for moderation.
Jump to a section
What this criterion asks
PA3, Making judgements and decisions, is about the choices you make as your learning unfolds and how well you explain them. It is assessed mainly through Assessment Type 2: Progress Checks (35%), alongside PA2 and A2.
The answer
What Progress Checks involve
From the subject outline:
- You discuss the progress of your learning towards your Learning Goal, using examples from your Portfolio as evidence.
- You explain and appraise your judgements and decisions at the time of each check, and the actions you took in response to feedback.
- They require retrospective and prospective reflection (looking back and looking forward).
- They happen throughout the course, at times chosen collaboratively by you and your teacher, with enough time after them for development before the Appraisal.
- Evidence can be written, oral or multimodal, and is captured in two or more Progress Checks.
- For moderation, a combined maximum of 1500 words if written, 10 minutes if oral, or the multimodal equivalent.
Making informed decisions
Decision (what you chose) + evidence (from your Portfolio) + options weighed (what else you considered) + reasoning (why this was best) + reflection (what you learned and what comes next).
| Grade | PA3 standard |
|---|---|
| A | Demonstrates discerning judgement and decision-making to progress the learning |
| B | Demonstrates informed judgement and decision-making to progress the learning |
| C | Makes judgements and decisions to progress the learning |
| D | Makes some decisions related to the learning goal |
| E | Identifies a process and/or decision related to the learning |
Learning Goal: to learn to restore a vintage sewing machine and use it to make a tote bag.
- Progress Check 1 (week 6): decided to buy a service manual after YouTube videos did not match the model (evidence: photos of mismatched parts). Next: order parts.
- Progress Check 2 (week 12): a part was unavailable; weighed a 3D-printed replacement against a second-hand part; chose second-hand for reliability, based on a repairer's advice (feedback log). Reflection: should have checked part availability earlier.
- Progress Check 3 (week 17): decided to simplify the tote design to finish with time for the Appraisal (timeline evidence).
- Describing activities instead of decisions
- Focus on choices and reasons.
- No Portfolio evidence
- Every claim should point to evidence.
- Leaving all Progress Checks to the end
- They must be spread through the learning.
Practice questions
Original practice questions graded from foundation to exam level, each with a full worked solution. Try them before revealing the solution.
foundation3 marksWrite three questions you could answer in a Progress Check to show judgement and decision-making.Show worked solution →
- "What was the most important decision I made since my last Progress Check, and what evidence led to it?"
- "Which strategy, perspective or piece of feedback had the biggest effect, and how do I know?"
- "What will I do next, and why is that the best choice now?"
Marking guide: 1 mark per question that invites evidence-based judgement.
core4 marksDraft a short Progress Check paragraph (about 150 words) that explains a decision using Portfolio evidence.Show worked solution →
Example:
"Since my first Progress Check, I decided to change my Output of Learning from a website to a printed guide for the local seniors' centre. In my Portfolio, the survey results (page 6) show that 11 of the 14 residents I asked do not use the internet regularly, and the centre coordinator's feedback email (page 8) suggested a large-print booklet. I weighed the extra printing cost against the fact that a website would not reach my audience, and chose the guide. Looking back, I should have surveyed users earlier. Next, I will test a draft with three residents before printing, so I can check font size and wording."
It explains the decision, cites evidence, weighs options, reflects back and looks forward.
Marking guide: 1 mark for a clear decision, 1 mark for Portfolio evidence, 1 mark for weighing options, 1 mark for retrospective and prospective reflection.
exam5 marksExplain how to plan your Progress Checks across the year to give strong evidence for PA2, PA3 and A2 within the moderation limits.Show worked solution →
- Timing: schedule them with your teacher at meaningful points (after choosing a direction, mid-way through making, before finalising the Output), with enough time after the last one to develop before the Appraisal, as the outline requires.
- Focus each check: discuss key decisions (PA3), how you managed time, resources, risks and opportunities (PA2), and the impact of strategies, perspectives and feedback (A2).
- Use evidence: refer to specific Portfolio items.
- Be concise: the combined maximum for moderation is 1500 words written, 10 minutes oral or equivalent, so select the most significant points rather than describing everything.
- Keep it authentic: the outline says evidence should not be contrived or overly curated.
Marking guide: 1 mark each for timing, criterion focus, evidence, concision within limits and authenticity.