Our teachers use a variety of strategies to assess student learning. These include observing work in class and looking closely at tasks throughout the year.
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.
School reports are sent home at the end of Terms 2 and 4. Reports outline student progress and effort in all key learning areas.
Reporting provides feedback to students, parents and other teachers about student progress. In a standards-referenced framework, teachers make professional judgements about student achievement. This is done at key points in the learning cycle.
The A–E grading scale or equivalent provides a common language for reporting. Teachers use the grading scale to report student levels of achievement. This applies to Stages 1 to 3.
Assessment of achievement
- 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.
- C - Sound: 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 - Basic: 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 - Limited: The student has an elementary knowledge and understanding of a few areas of the content and has achieved a very limited competence in some of the processes and skills