Assessment and Reporting
Goodna State School's reporting processes reflect the requirements outlined in the Department of Education's P-12 Curriculum, Assessment and Reporting Framework and associated policies. As part of the teaching and learning cycle, students engage regularly in various types of assessment in order to inform teaching and learning, monitor student progress, check understanding and provide twice yearly reports – both formal and informal – to parents and other stakeholders.
During each term, teachers collect and moderate evidence to make overall judgements on a 5-point scale in order to award final ratings on the end of semester report card. Teachers use a range of assessment strategies and tools to gather evidence of student achievement for reporting. Each assessment task or tool has specific assessable elements and is linked directly to the curriculum expectations for that learning area. After marking an assessment task, using the assessment tool, teachers also take part in a moderation process where they discuss and share student work with the year level teaching team to collaboratively grade pieces of work.
At Goodna State School we use
- Summative assessment - to assist teachers to use evidence of student learning to make judgments on student achievement for the purpose of reporting against the achievement standards at the end of learning/units of work
- Formative Assessment – to monitor and give feedback about student learning. Student progress is monitored using formative assessment including:
- Monitoring Tasks (Teacher Developed Assessments) - Teachers plan and design a range of formal and informal monitoring tasks to track student progress and provide the curriculum in ways that meet the needs of learners. It is incorporated as a regular part of teaching and learning. Monitoring tasks are not used for academic reporting
- Diagnostic Tools - Diagnostic tools are administered to gain more detailed information about discrete skills that relate to learning, for example literacy and numeracy capability. Diagnostic assessment data informs differentiation of teaching and learning. Diagnostic assessments are not used for academic reporting.
- Standardised assessments - developed over time by teaching the curriculum, against national/ international standards. Standardised assessment data may be used to compare performance against national benchmarks, map student progress, identify strengths and weaknesses in systematic curriculum delivery and set improvement goals. Standardised assessments are not used for academic reporting.
In May of each year, students in Years 3 and 5 participate in the National Assessment Program – Literacy and Numeracy, or NAPLAN, as it is commonly known. Skills such as reading, writing, spelling, grammar and punctuation, and numeracy are tested within the classroom environment under prescribed conditions.