Assessment & Reporting

an instructional phase is complete. Assessment Formative assessments... are used to improve instructional methods Assessment for learning Summative assessments... make a judgment of student competency after an instructional phase is complete. Assessment of learning Assessment as learning

Key messages - 1 A-E grades are a ‘point in time’ judgement The professional judgement of teachers continues to be central to this process

Understanding A-E grades At the beginning of the reporting period, teachers will consider what students are expected to learn. At the end of the reporting period, teachers will consider how well students have achieved what they are expected to learn during that semester.

Key Messages - 2 Dialogue needs to occur with colleagues, within year/stage groups, within and between schools. This is how we will enhance the level of consistency in our student reporting.

Key messages - 3 The allocating of the A-E grade is an overall judgement based on a range of assessment. These judgements are not just based on assessment tasks, but include observations, ongoing anecdotal records and other contextual information known by the teacher.

Work Samples

Key messages - 4 Consistent use of plain, clear language. This can and should include references to quality teaching principles.

Policy Standards – reporting 3.2.2 Years 1 – 10 Schools will use the following achievement scale to report to parents for students in Years 1 – 10. The achievement of students is to be assessed in relation to syllabus standards. A – Outstanding The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. B – High The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. The student has a basic knowledge and understanding of the content and has achieved a basic level of competence in the processes and skills The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills C – Sound D – Basic E – Limited

Starting with ‘C’ The C description is listed first because a judgement about sound achievement is a logical starting point.

C - Sound In practice, a ‘C’ would be allocated if the student is performing reasonably well with the work that has been taught. Some work may have needed some extra revision or even some individualised instruction, but the student has understood the main concepts and has demonstrated an adequate level of competence.

D - Basic In practice, a ‘D’ would be allocated if the student’s performance is inconsistent. There will be some gaps or lack of depth in his or her understanding of the work that has been taught and there is evidence that this has been occurring across a range of assessments.

E - Limited This should not be a surprise to the parent. In practice, an ‘E’ would be awarded if there is a high level of concern about the student’s performance. He or she will have experienced difficulty in most of the assessment tasks. It is likely that the student will only have an elementary knowledge in a few areas of what was taught. This should not be a surprise to the parent.

B - High In practice, a ‘B’ would be awarded if the student is performing very well with the work presented and has consistently met the outcomes at a high level for the reporting period. This has been evident across assessment tasks.

B - High For example, the student has achieved very good results in all the aspects of the mathematics program that has been taught during the semester. The student demonstrates the confidence, skills and understandings which are going to enable them to easily extend their learning in the area.

A - Outstanding In practice an ‘A’ would be awarded if the student is performing extremely well and is regularly applying their skills, extensive knowledge and deep understanding to new situations. The student is demonstrating outstanding achievement.

A - Outstanding But most importantly … teachers need to be very clear about what an ‘A’ will look like when they plan assessment tasks.

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