Assessment and reporting is a vital link between the classroom teacher, parents and carers, and students. The fundamental purpose of assessment and reporting is to improve student learning.
At Yagoona Public School reporting is a planned process over the school year:
· Term 1: Conferences to share student’s adjustment to the new grade and expectations, current academic and social development, sharing of personal student information between parents and teachers and setting goals;
· Term 2: Formal written report on achievement and effort. Follow up interview is available as requested by parent or Teacher;
· Term 3: Conferences to update current academic and social development, identifying strengths and establishing Semester 2 goals;
· Term 4: Formal written report on achievement and effort.
Formal reports provide a plain summation of the student’s academic, creative, physical, personal and social growth in the school environment over a semester period.
Assessment of student progress is used to develop class and school programs which meet student’s learning needs. Measuring student achievement for reports involves:
• Consistent teacher judgement achieved by comparing work samples across the grade and against syllabus standards;
• Ongoing assessment of class participation and completion of in-class tasks and homework; and
• Formal assessments at the completion of a unit of work, term or semester.
In accord with government requirements, achievement has been ranked A-E for Years 1-6. Equally important is the information related to your child’s effort and teacher’s comment. Further information regarding your child’s progress in relation to their peers is available from the school as required.
Parents, carers, teachers and students are encouraged to use this report to acknowledge and celebrate each child’s learning progress and effort. The ongoing partnership between home and school is encouraged to support future learning.
It is Department of Education and Training policy that assessment and reporting of student learning be undertaken formally and informally for all learners, including students with disabilities. Policy advice, curriculum planning, programming, assessing and reporting to parents K-12 is available at:
Twice a year, teachers formally assess a student’s achievement based on the outcomes described in the syllabus of each subject. A written report using the common grade scale is sent home in the first half of the year, usually near the end of Term 2, and again in Term 4. This gives a clear picture of your child’s learning.
We provide detailed information to students about what we expect from them throughout the year and how their work will be assessed. Students have a number of formal assessments throughout their schooling.
- Best Start – a mandatory, one-to-one assessment that identifies a student’s literacy and numeracy skills at the beginning of Kindergarten.
- National Assessment Program – Literacy and Numeracy (NAPLAN) – reading, writing, language conventions (spelling, punctuation and grammar) and numeracy tests for students in Years 3 and 5. The Australian Curriculum, Assessment and Reporting Authority (ACARA) holds the tests in May each year. Results and student reports are released in August.
- Validation of Assessment for Learning and Individual Development (VALID) – online diagnostic science assessment for students in Year 6.
- Some students may elect to sit the opportunity class or selective high school placement tests. For more information, visit selective high schools and opportunity classes.