Assessment and Reporting are integral to the teaching and learning experience.
Assessment is the gathering and analysis of information about what students know, can do and understand. The principal purposes of assessment at Our Saviour is to:
determine what the students know and understand about the world
inform and differentiate the teaching and learning program
monitor student progress and achievement
provide feedback to teachers, students and parents
evaluate the effectiveness of the program
Assessment is ongoing and central to effectively guide students through the Five Essential Elements of the Primary Years Program (PYP):
1 - the acquisition of knowledge
2 - the understanding of concepts
3 - the mastering of skills
4 - the development of attitudes
5 - the decisions to take action
Formal testing occurs throughout the year, with the use of literacy and numeracy tests, which are used to track student progress across the school and assist in the identification of specific learning needs both individually and school wide.
Teachers employ many strategies that can be categorised as either formative or summative assessment.
Formative assessment: is ongoing and part of the instructional process. This information guides the teaching and learning and checks progress along the way. Strategies for formative assessment include, quizzes, observations, checklists, journals, learning tasks and class discussions.
Summative assessment: is assessment of the overall achievement and acquisition of knowledge and skills. This is usually done at the end of the unit of inquiry and may take the form of an assignment, test, portfolio or presentation.
Student progress and achievement is reported to parents in a variety of ways, both formal and informal, throughout the year.
Parent Teacher Interviews
These take place early in the year and provide the opportunity for parents to share important information with the teacher and for the teacher to share how the student has settled to the new year level and demonstrated their learning and understanding so far. Subsequent interviews may take place with the teacher and or Learning Support Coordinator as requested or required.
A portfolio is a collection of student work samples. These demonstrate both the process and final product of a child’s development of knowledge, understanding and skills. Student reflections provide insight into the thinking, goals and attitudes of the student to their own learning. Samples provided may be formative or summative.
These are provided to parents at the end of each semester and students’ progress as assessed against the Australian Curriculum achievement standards. Individual Learning Programs are identified and reported to appropriately. Units of Inquiry are assessed according to the students understanding of the Central Idea and the 5 Essential Elements focused on in each unit. The development of student’s attributes and attitudes as a learner in terms of thinking, communication, social and organizational skills are also commented on by the classroom teacher.
Student Led Conferences
Students are provided with the opportunity to showcase and demonstrate their learning and communicate their goals, learning styles and understandings to their parents. The emphasis is on student engagement, accountability and articulation of learning.
Assessment and Reporting Schedule
• Parent-Teacher Interviews
• Learning Portfolio
• Requested interviews
• NAPLAN (years 3, 5, 7)
• Mid-Year Report
• School based assessment (PAT, Waddington’s, Lexile testing)