GREY STREET PRIMARY SCHOOL

ASSESSMENT AND REPORTING POLICY

 

1. Purpose:

 

1.1 Assessment and reporting practices at Grey Street Primary School aim to:

·        enhance teaching

·        promote student learning

·        support sound curriculum planning

·        foster cooperation and encourage communication between parents, teachers and

            students

 

2. Guidelines:

 

2.1 The Curriculum and Standards Framework provides a set of standards and learning

      outcomes on which assessment and reporting practices are based.

 

2.2 The majority of students should be expected to achieve the learning outcomes at each

      of the Curriculum and Standards Framework levels within the following time frame

      (with the exception of LOTE):

     

·        Level 1 by the end of Year Prep

·        Level 2 by the end of Year 2

·        Level 3 by the end of Year 4

·        Level 4 by the end of Year 6

 

2.3 Assessment practices should:

·    identify student strengths and weaknesses

·    be ongoing

·    use a variety of appropriate techniques (see Appendix 1)

·    involve students

·    be a cumulative record of a student’s progress

 

2.4 Reporting practices should:

·    be a private communication between student, teacher and parent

·    be readily understood

·    occur on a regular basis, both formally and informally

·    avoid comparisons between students

·    provide information about the level of student attainment, work habits, attitude

           and behaviour

·    make recommendations for future learning

 

 

3. IMPLEMENTATION

 

3.1 A written report will be provided to parents/guardians in June and December of

      each year, detailing student progress in achieving the learning outcomes appropriate

      to their year level.

 

3.2 Written reports will be a confidential communication between teacher and

      parent/guardian.

 

3.3 Students will have an opportunity to contribute to the June and December reports.

 

3.4 The June report will be discussed with a student's parents/guardians at a parent-

      teacher interview.

 

3.5 Additional parent-teacher interviews may be held at any time during the school year

      at the request of either the teacher or the parent/guardian.

 

3.6 A copy of the June and December student reports, and any other written reports

      pertaining to a student, will be kept in the student's classroom file.

 

3.7 Teachers will provide details of student achievement levels in Mathematics

      (Number and Measurement Strands) and English (Speaking and Listening,

      Reading and Writing Strands) for inclusion in the Annual Report.

 

3.8 A member of the teaching staff will be delegated the responsibility for coordinating

      the reporting process.

 

3.9 Teachers will assess student achievement against the standards and learning outcomes

      detailed in the Curriculum and Standards Framework.

 

3.10Teachers will plan for assessment when preparing their teaching and learning

       programs.

 

3.11Teachers will maintain a classroom file for each student.  These files will be

       passed on to the next teacher at the end of the year.  Student files will contain a

       manila folder for each year that the child is at this school.  In the folder will be

       stored:

·      copies of the June and December reports for the relevant year;

·      copies of communication between home and school;

·      copies of reports from Student Services personnel, eg Guidance Officer, Speech Pathologist, etc;

·      key test results and annotated work samples

 

3.12Teachers will maintain detailed assessment records on each student in their class for

       all relevant Key Learning Areas.

 

3.13Teachers will maintain for each student the developmental continuums that are a part

       of the assessment required in First Steps English (Reading, Writing, Spelling).

 

3.14Students will have the opportunity to be involved in their own assessment.

 

3.15Teachers in Early Years classes will implement assessment strategies recommended

       in the Early Years Literacy and Numeracy Programs.

 

3.16The individual needs of students, particularly students at risk and integration

       students, will require assessment and reporting practices that reflect their level of

       achievement.

 

3.17Teachers’ assessment strategies and record-keeping will be monitored within the

       context of the Professional Recognition Program process.

 

4. EVALUATION

 

4.1 This policy will be re-evaluated within the context of the normal cyclical review

      process.

 

5. RESOURCES

 

5.1 First Steps Developmental Continuums, Department of Education W.A.

 

5.2 Making Consistent Judgements, Victorian Board of Studies.

 

5.3 Grey Street Student Report, Levels 1-4.

 

5.4 Assessment and Reporting Support Materials, Victorian Board of Studies.

 

5.5 Using the CSF: Assessment and Reporting, Victorian Board of Studies.

 

5.6 Using the CSF: Mathematics Assessment Activities Using Number, Tools and

      Procedures, Victorian Board of Studies.