Assessment
High quality assessment and reporting play an important role in every student’s learning journey.
Comprehensive reporting of school and student performance aids in:
- Establishing open communication
- Improving and supporting student learning
- Determining future learning and teaching
- Identifying areas of strength
- Identifying areas for further development and strategies to be successful.
Types of Assessment conducted at our school:
- Formative assessment: ongoing assessments used to monitor student learning and provide feedback for improvement. Examples include ongoing student work samples, student- teacher conferencing, in-class observations.
- Summative assessment: Evaluations made at the end of a learning period to measure student achievement. Examples include standardised tests such as NAPLAN, Progressive Achievement Tests (PAT).
- Diagnostic assessment: Pre-assessments that identify students’ existing knowledge, skills and learning needs. Examples include pre- tests, initial writing samples.
Self- assessment: students evaluate their own learning using success criteria and identify strengths and areas for improvement.
Reporting
Timeline
Term 1 | Term 2 | Term 3 | Term 4 |
Term overviews Goal setting interviews (including ILPs) NAPLAN reports | Term overviews Mid- year Progress Report Preschool interviews | Term overviews Mid-year interviews (including ILP review) Learning Journey | Term overviews End-of-year Reports |
Types of reporting
Mid-year and End-of-year Reports
- All students Years 1- 6 receive a written report against all areas of learning, aligned to the Australian Curriculum and are assessed using A-E grades.
- Students in kindergarten receive a written report against all areas of learning, aligned to the Australian Curriculum without A-E grading.
- Reports include the Achievement Standards assessed during that period as well as a general comment including areas of strength, areas for development and strategies for improvement.
- Written reports also document a student’s effort towards learning as well as their attendance.
Goal Setting Interviews
- Families are invited to share information about their child which will support their learning at school.
- Students, their family, and their teacher discuss what they are aiming to achieve in the school year and set goals for improvement.
- Students who have an Individual Learning plan (ILP) have short- and long-term goals set for semester one.
Mid-year Interviews
- Families are invited to meet with their child’s teacher to discuss the mid-year reports and strategies for further improvement in semester two.
- Students who have an Individual Learning plan (ILP) have their short- and long-term goals reviewed for semester one and new goals are set for semester two.
Learning Journey
- A Learning Journey is an opportunity for students to demonstrate and celebrate the knowledge, skills, and understandings they have achieved across their class program with their families.
Families are invited into their child’s learning spaces to see the learning their child has produced, hearing their child talk about their learning and joining in shared experiences.