Assessment and reporting
Our teachers use a variety of strategies to assess each student's work. This includes observing their work in class and looking closely at the work they produce 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.
More information: Explaining Best Start (pdf 370 KB) Best Start Chinese Version (pdf 332 KB)
- 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.
- 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.
Parent-teacher interviews
You will be given a formal opportunity to discuss your child's progress at a parent-teacher interview. See the Parents, Carers and Community section of our website for more information.
However, if you have any concerns, don't wait for a parent-teacher meeting. Please make an appointment to discuss these concerns as they arise with the relevant teacher.
If you need an interpreter, ask us to call the interpreter service on 13 14 50. This service is free.
Reports
Reports contain the following information about the standards used to determine student attainment.
Assessment of achievement
Outstanding: The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
High: The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
Sound: The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. Please note that this means at grade level.
Basic: The student has a basic knowledge and understanding of the content and has achieved a basic level of competence in the processes and skills.
Limited: The student has an elementary knowledge and understanding in few areas of the content and has achieved a very limited competence in some of the processes and skills.
Assessment of effort
Effort is shown using the scale 5 4 3 2 1 from most effort to least effort.