ASSESSMENT & REPORTING
As a Professional Learning Community school, the use of data is a critical part of our educational process. Data on student progress allows our teachers to identify the progress of each child and to plan appropriate learning experiences dependent on their level of progress. In addition, this data enables us to track those students who are having more difficulty with a particular concept and plan targeted interventions to support that child.
The data on student progress is openly communicated with our parents as we involve them in the discussions on their child's progress and the learning they have demonstrated. Typical assessment techniques include: observation, anecdotal records, checklists, tests, reports, written work, group and individual presentations and conferences.
Individual testing in the areas of Mathematics and English occurs at the start and end of each year. The data collected informs the teacher about what children already know and what they need to learn.
One component of assessment, the National Assessment Plan - Literacy and Numeracy (NAPLAN) uses externally marked tests to determine the progress of the child. Tests are conducted with children in Grade Three and Grade Five.
REPORTING
At St Mary's we believe that our reporting to parents on the progress of a student should clearly indicate the achievements they have made and also recommendations which will assist the parents and students to identify the next stages in their learning journey. Accurate reporting of student performance encourages open communication, helps to improve student learning, assists in establishing future directions in learning as well as identifying possible areas in which further support and assistance is required.
As a Professional Learning Community school, the use of data is a critical part of our educational process. Data on student progress allows our teachers to identify the progress of each child and to plan appropriate learning experiences dependent on their level of progress. In addition, this data enables us to track those students who are having more difficulty with a particular concept and plan targeted interventions to support that child.
The data on student progress is openly communicated with our parents as we involve them in the discussions on their child's progress and the learning they have demonstrated. Typical assessment techniques include: observation, anecdotal records, checklists, tests, reports, written work, group and individual presentations and conferences.
Individual testing in the areas of Mathematics and English occurs at the start and end of each year. The data collected informs the teacher about what children already know and what they need to learn.
One component of assessment, the National Assessment Plan - Literacy and Numeracy (NAPLAN) uses externally marked tests to determine the progress of the child. Tests are conducted with children in Grade Three and Grade Five.
REPORTING
At St Mary's we believe that our reporting to parents on the progress of a student should clearly indicate the achievements they have made and also recommendations which will assist the parents and students to identify the next stages in their learning journey. Accurate reporting of student performance encourages open communication, helps to improve student learning, assists in establishing future directions in learning as well as identifying possible areas in which further support and assistance is required.
- Written reports will be sent home at the end of Terms 2 and 4.
- Learning Journals, showcasing samples of student's work, will be sent home at the end of Semester One and Semester Four.
- Formal Parent/Teacher Interviews will be held towards the end of Term 1 and in the middle of the year.
‘learning for all, fairness for all, compassion for all’