On the 4 points, a few thoughts.

1.     A review – fine – I am a bit concerned at the OP – each school is pulling kids that are not doing well so the OP cohort is getting smaller and smaller. In addition, many/most schools are spending a lot of time and $$ in QCS Test practice.

2.      Long assessment/assignment pieces – YES reduce the length – particularly the EEI’s in Science.

3.     Marks – I am happy to use marks  and still do. The standards grids are OK in some areas/subjects but a number of us fought for years to be allowed to use marks in Maths. The example of a poor criteria sheet – I think you will always find poor examples of same just like you will find poor examples of tests, even these with marks.

4.     External exams – I am afraid I have to disagree with you on this one. I did external exams for both Junior and Senior and have taught external exams. I think students from smaller schools and in particular those “west of the Great Divide” would be disadvantaged with same through lack of experienced teachers.  The current system might have its faults but External exams will not be the solution. If same were a percentage of the final mark, there is no prize for guessing what would soon become the defacto “true grade”.

One of the advantages of the current system (with Maths and Science students) is that students can use all sorts of technology in the teaching and learning situation AND also the assessment domain. External Exams preclude this eg I am currently doing projectile motion in Yr 12 Maths C and using Logger Pro as a means of collecting live data and same is used in the assessment process. I tend to keep assignments at about 25% of total marks which seems to work fine.