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.
Assessments
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.
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 Dundas Public School, reporting is a planned process over the school year:
- Term 1: Interviews to share student’s adjustment to the new grade and expectations, basic skill 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; and
- Term 4: Formal written report on achievement and effort.
Formal reports aim to provide a plain English summation of the student’s academic, creative, physical, personal and social growth in the school environment over a semester period. The report is a document which is highly valued for the information which it contains and the opportunity it provides for valuable, focused communication between the teacher, student, and parent.
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 tests at the completion of a unit of work, term or semester.
In accord with state and federal 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.
We encourage parents, carers, teachers and students to use this report to acknowledge and celebrate each child’s learning progress and effort and work together to support future learning.
It is Department of Education 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: