1. Reporting student achievement Human Society and Its Environment © 2007 Curriculum K-12 Directorate, NSW Department of Education and Training

2. Reporting student achievement in relation to: standards other students self progression Good reports attempt to do all three.

3. The syllabus standard The outcomes learn about statement learn to statements other requirements comprise the syllabus standard

4. Reporting using the standard Student achievement can be described as: progression in relation to the syllabus standard In the past this may have been - working towards, achieved, working beyond. performance of the syllabus standard (HSC bands, SC performance descriptors, five point achievement scale)

5. Previous practices Including: 1. Reporting progression in relation to the syllabus standard WT, A, WB or a variation of this scale and often involving the use of individual outcomes. 2. Reporting on performance of the syllabus standard in relation to selected outcomes often using good, better, best scales represented by A-E or 1-5

6. What’s changed? From Year 1 to Year 10, student achievement will be reported by the use of a single five point achievement scale A to E and/or descriptors. The common grade scale will describe student achievement at the time of reporting and in relation to the period being report on.

7. Five point achievement scale performance standards GradeGrade Descriptions A 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 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. C 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. D The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. E 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.

8. Using the five point achievement scale (1) At the time of reporting, teachers will: Consider how well a student has performed against the syllabus standard to date Make an on balance judgement based on a holistic view of the student’s work for the period of the report Use the common grade/descriptor that best represents this holistic and on balance view

9. Getting to know the five point achievement scale standards You may become familiar with the five point achievement scale by reading on the NSW Board of Studies Assessment Resource Centre: the descriptions for each point examples of the tasks and activities examples of work samples, and the grade commentaries.

10. The Assessment Resource Centre supports assessing and reporting student achievement relative to standards

11. Using BOS Work Samples For each subject area at each stage, the samples of student work in total, show the standard of work typically produced by students performing at each point. Work samples aligned to the five point achievement scale assist teachers to acquire a clear understanding of the standards at each point.

12. Stage 5 Course Performance Descriptors Stage 5 course performance descriptors have been developed for each subject Teachers will make the final judgement of the most appropriate A to E grade based on available assessment information related to the course performance descriptors. Stage 5 course performance descriptors can be used when reporting at anytime during this stage.

13. Grading individual student work samples using the five point achievement scale The Department and the Board of Studies are working together to provide samples of student work that illustrate each of points for each stage. It is the work of the BOS to publish work samples that fit each point at each stage It is not appropriate for teachers to assign grades/descriptors to individual work samples. The five point achievement scale is for holistic reporting of student achievement