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Assessment and Reporting

The process of assessing student learning enables teachers to cater for the educational needs of each child. Achievements are assessed and reported to parents, along with recommendations and plans for further learning.

The planning and assessing of learning are based on the mandatory set of learning outcomes.

Information Nights and Parent/Teacher Meetings, Mid Year School Reports and End of Year School Reports present opportunities to report to parents, in writing and via planned meetings (compulsory for children who receive Special Education funding).

A variety of other documentation is also gathered by teachers including: NAPLAN, class and school-based assessment data, Diocesan Early Literacy and Numeracy assessments.

Outside specialist agencies also assist by providing reports on request by the school and parents. These may include Educational Psychologists, Speech Pathologists, Occupational Therapists, and Paediatricians.

 

NESA (National Education Standards Authority)

 

NAPLAN (National Assessment Program for Literacy and Numeracy)

The National Assessment Program Literacy and Numeracy (NAPLAN) was formerly known as the Basic Skills Test.

The Department of Education and Training oversees NAPLAN for students in Year 3 and Year 5.  The programme provides students, teachers and parents/guardians with information about what students know and can do in the areas of literacy and numeracy.

These assessments provide valuable data to parents, teachers and schools. They complement other school assessment and details specific areas of strength and weakness. Teachers are expected to analyse the data and plan learning programmes to address areas of weakness (for individuals and groups).

NAPLAN reflects the child’s entire learning from Kindergarten and is therefore relevant to all teachers.

Visit the NAPLAN website

 

REPORTING A-E GRADE SCALE

Student assessments are reported on a graded A-E scale. This feedback is directed to the achievement of standards and away from comparisons with peers.  It is not an indicator of potential, but rather of how evidence from assessments and observations meet the stated criteria.

The Common Grade Scale shown below can be used to report student achievement in both primary and junior secondary years in all NSW schools.

The Common Grade Scale describes performance at each of five grade levels.

A

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.

B

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.

C

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.

D

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

 

RELIGIOUS LITERACY ASSESSMENT

The Religious Literacy Assessment Program is part of the Partners in Learning initiative begun in 2000 between the Australian Catholic University and the Catholic Education Office, Wollongong.

Its goal is a practical assessment and reporting system at a diocesan level that contributes to gathering information about the process of learning in Religious Education.

Its aim is to document and report on students’ learning in RE. The Religious Literacy assessment is conducted across the Diocese during Term 3 for all students in Year 4.

It is divided into two sections:

  • Part A - Multiple choice / restricted answer and short answer / performance questions reflecting Stage 1 and Stage 2 outcomes and content in Religious Education.
  • Part B - Extended Task - Scenario with the focus derived from Unit 4.5 Mary, the Mother of God First Among the Saints



CONTACT DETAILS

St Francis of Assisi Catholic Parish Primary School 
95 Flagstaff Road Warrawong NSW 2502
Ph (02) 4274 3386
Email info@sfawdow.catholic.edu.au

 

 





© St Francis of Assisi Catholic Parish Primary School Warrawong 2018