At St Peter Chanel, assessment and reporting about student progress and achievement occurs regularly throughout the academic year. Reporting concerns the way that information on and about student learning is communicated to others, including parents. There are many and varied ways of reporting a child’s progress throughout the year. Each has a different purpose and provides different information. Many acknowledge the important role of the end of semester written report and portfolios; however, it must be remembered that often the most effective reporting occurs throughout the year.
Assessing student learning is an integral part of the school classroom. It improves learning and informs teaching. It is the process through which teachers identify, gather and interpret information about student achievement and learning in order to improve, enhance and plan for further learning.
The Australian Curriculum defines the knowledge, understanding and skills that students are entitled to learn each academic year and these are found in the achievement standards for each learning area. The achievement standard, year level overview and content descriptions, determine the learning intentions and the success criteria that teachers plan for their students. Teachers monitor student progress for both formative and summative assessment purposes.
Formative assessment (Assessment for learning)
Formative assessment allows students and teachers regular opportunities to monitor learning. Students engage in a variety of embedded formative assessment tasks so teachers can check in on their progress regularly throughout a lesson or series of lessons. Teachers use formative assessment information to provide clear and specific feedback to each student to assist them to understand what they need to do to move their learning forward.
Summative assessment (Assessment of learning)
Teachers must also make judgements about student learning against the achievement standard for summative reporting purposes. The purpose of summative assessment is to judge the extent and quality of student learning at a point in time. Teachers use a range of assessment tools to make summative judgements about student learning.
At St Peter Chanel a number of diagnostic tests occur throughout the year and these include: Concepts about Print and Sound/Letter Knowledge (Prep), PM Benchmarking (Prep, Year 1, Year 2), Writing Analysis Tool (Years 3 - 6), ACER tests PAT M (Maths), PAT R (Reading and Comprehension) and PROBE.
Students in Year 3 and 5 complete the NAPLAN tests each year. Please refer to the NAPLAN link for further information. www.nap.edu.au