Assessment & Reporting

Assessment and Reporting

Revised October 2012. (Continual revision required in order to maintain schedule for Australian Curriculum)
 
The Department of Education policy for Curriculum Assessment and Reporting articulates the expectations of schools for implementing a balanced curriculum, a framework and schedule for monitoring and assessment, and clear system level requirements for reporting student progress and achievement to parents and carers. The following statements place this policy in the context of Ranford Primary across all academic and non-academic areas.
 

Assessment

  • Assessment, monitoring and evaluation of student progress and achievement is ongoing and complies with the year’s Assessment and Reporting Framework.
  • Assessment literacy across all learning areas and contexts is a well developed teacher skill that will be continually informed by best practice and research.
  • Analysis of assessments is a collaborative process which enhances teacher judgement and decision making.
  • Assessment tools are diagnostic in nature and provide valuable information about student learning.
  • Assessment information informs teaching and learning programs.
  • Assessment processes will provide evidence of student learning for accountability and reporting purposes.
  • Appropriate adjustments will be required when assessing the learning of Special Needs students.
  • Collaboration with the EAL teacher will be necessary in order to use appropriate assessment and documentation to monitor and report the progress and achievement of EAL students.

Reporting 

  • All teachers have a responsibility for reporting student progress and achievement to parents/carers.
  • Formal system level reporting is clearly articulated in the above mentioned CAR policy and comprises semester reporting and the reporting of Individual  Education/Behaviour Plans.
  • Teachers are required to include both achievement grades (A-E) and comments in Semester Reports. It is essential that all comments are consistent with, and reflect the grade allocation, and include the individual strengths and needs of the student for that context.
  • General comments on reports should focus on attitude, effort and behaviour and the participation and engagement of the student in the teaching and learning program. These comments are in addition to learning area comments.
  • School based reporting is scheduled on the Assessment and Reporting Framework and includes Interim Reports in Term 1 (PP-7) and semester Portfolio Reporting (K,PP).
  • All teachers report student progress and achievement for all learning areas for which they have responsibility to provide a teaching and learning program. This includes specialist and support teachers. Where support teachers have a “shared responsibility” for a learning area, the classroom and support teachers will collaborate to inform the reporting process, with both teachers providing input.
  • Reporting to parents and carers occurs in both formal and informal contexts. Informal contexts may occur as ongoing conversations regarding a student’s needs, however, as with all such conversations, documentation should be made of those comments made which would constitute updating about learning or achievement. This would also be the case for behaviour.
  • Interviews with parents are a form of reporting on student progress and achievement. The key content and actions resulting from these meetings are formally documented as per the school policy on Individual Education/ Behaviour Plans. This form of reporting will involve classroom, specialist and support teachers as all will have valuable input to “complete the picture” for the parent about their child’s learning/behaviour.
  • Appropriate reporting formats will be required for Special Needs students.
  • Collaboration with the EAL teacher will be required when reporting and communicating with parents about the progress and achievement of EAL students.