Diagnostic assessment tools are used to gather evidence of student progress and to inform teaching and learning, as well as any highlight any differentiation that may be required to meet individual student needs.
Formative assessments are incorporated as a regular part of teaching and learning to track student progress and allow teachers to provide relevant and timely targeted feedback to individual students.
Teachers administer summative assessment for the purposes of reporting to parents/caregivers and to gather evidence of student learning against the relevant achievement standards. These assessments are mostly done at the end of a unit of work.
Report cards are a means of communicating to parents about how their child is performing. These report cards indicate a student’s achievement using a five point scale. The report card details the areas being studied and the student’s achievement, behaviour and effort.
The collecting of evidence by teachers to support the ratings of your child requires moderation against specific standards. Moderation requires teachers to take work samples and tests from each child and each class and compare these with other students and classes.
A child will receive a C or a 'Sound' if their work shows evidence that they are working at year level. This rating is what we expect most children to achieve. In order for a child to achieve above this they would need to have evidence in their assessment pieces that they are working above the expected class level.
The National Assessment Program - Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7 and 9. All students in these year levels are expected to participate in tests in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy. All government and non-government education authorities have contributed to the development of NAPLAN material