Table of Contents
First created | 23 May 2015 |
Last reviewed | 8 June 2020 |
Review cycle | Two years |
Approver | Academic Executive |
Owner | Projects Manager |
Stakeholders | Staff |
Child Safety | National Principles 1, 4, 5, 7, 8, 10 |
Overview #
- Rehoboth Christian College aims to deliver outstanding educational programs for all students that are academically rigorous and distinctly Christ-centred in nature. In achieving this aim the College will provide quality and equitable assessment in the delivery of all curriculum and accurate and comprehensive reporting on student achievement and progress.
- This policy reflects the importance of assessments in Early Childhood and Primary years (K-6) and describes their contribution to a student’s results.
Please refer to Assessment and Reporting (Foundational Understandings) for Biblical Rationale, Scope, Belief Statements, Purpose of Assessments and Strategies.
Attachments and References #
This policy should be read in conjunction with the following documents:
Early Childhood Assessment #
- Students in Kindergarten will be assessed against the Early Year Learning Framework (EYLF) Principles, Practice and Outcomes and the Kindergarten Curriculum Guide. Assessments are conducted primarily through teacher observation and anecdotal reports, Pre-Literacy Screening, and the RCC Numeracy Assessment (based on Western Australian Curriculum and DRAM (Diagnostic Resource for Assessing Mathematics).
- Student assessment will employ an appropriate balance of formative and summative assessment.
- Pre-Primary student will be assessed against the Western Australian Curriculum Achievement standards and the EYLF Outcomes. Assessments are conducted primarily through teacher observation and anecdotal records, as well as Pre-Literacy Screening, PLD Comprehension and the RCC Numeracy Assessment.
- Student learning will be displayed through the dissemination of stories on Storypark. This allows parents/guardians to see the processes through which their students are assessed in curriculum areas. In addition, student learning will be displayed through such means as ‘Floorboards’ or ‘Wonderboards’ on view for parents/carers.
- Collection and Storage: Hard copies of student assessment records are kept and bound in Student Files. These files are sent to Primary for handover at the end of Pre-Primary.
Primary Assessment #
- Every Teaching and Learning program will specify the assessments used to evaluate student progress in each learning area. Teachers are expected to ensure that assessments measure the achievement standards as outlined in the Western Australian Curriculum.
- Teachers must convey clear information and standards regarding all written assessment including tests, quizzes, projects, or any written tasks to be assessed. This may be done through use of rubrics, instruction given on SEQTA, etc.
- Teachers should consider the range and type of assessment tasks which go toward making up a balanced assessment program, including both formative and summative assessments. It is expected that formative assessment should be a priority in Primary programs.
- Written tasks which are used as a basis of assessment should be included in the work sample books or folders that are sent home on a regular basis to parents. In this way parents are kept informed of the progress of their students through observing their work.
- Alternately, student work, including photos of work samples may be uploaded into SEQTA along with appropriate feedback to be viewed on SEQTA Learn and Engage portals.
- Collection and Storage:
- The files for enrolment and general student information will be centrally stored in a locked filing cabinet
- Student files may be kept by the class teacher in the classroom in a locked filing cabinet. These files will be discussed at a handover at the beginning of each year. These files will contain internal and external testing and other documentation (i.e. PLD Spelling, NAPLAN, SA Spelling Tests, IBP, Reading Continuum, Literacy NET Phonemic Awareness, etc.)
- Work Sample Books in Years 3-6 will be sent home approximately every three weeks. This will include Spelling, Maths, Reading, Writing and other agreed focus areas.
- Teachers are required to keep records of their assessments, which will primarily be done through SEQTA Marks book in Years 5-6. Lower primary years must keep records, but it may be done through more year appropriate methods (i.e. anecdotal records, checklists, etc.)
Reporting Achievement #
- We are committed to providing timely and accurate reporting to students and parents regarding student learning progress.
- Informal Reporting:
- Teachers must provide regular feedback on student progress and learning throughout the year. This may be done through feedback on SEQTA assessments, Work Sample books, Storypark (Early Childhood), phone calls or notes or face-to-face meetings with parents (planned or unplanned). Teachers should regularly document intentional contact with parents in the Student Welfare portion of SEQTA.
- Parent/Teacher meetings are conducted following the release of Semester One reports to discuss student progress and achievement, as well as any other concerns.
- Formal Reporting:
- Student achievement will be reported to parents at the conclusion of each semester in a Semester Report. Copies of all reports will be stored and archived through SEQTA LMS. Teachers must make an on-balance judgement of student achievement based on assessments conducted throughout the semester.
- Student reports must conform to Western Australia SCSA Policy for Reporting on Student Achievement.
- Reports must take into consideration any Documented Plans for a student.
- Early Childhood (Kindergarten and Pre-Primary) Reports:
- Kindergarten and Pre-Primary will report understanding and mastery in Christian Studies, Literacy, Literature and Language, Numeracy, Personal, Social and Emotional Skills, and Integrated Learning;
- Teachers will provide extended comments on the student’s development and growth, along with their attitude, behaviour and effort during the Semester based on documented assessments.
- Kindergarten will report in Semester 1 with extended comments only
- Primary Reports (Years 1-6):
- Primary reports will report on all Learning Areas using the appropriate achievement descriptors (1-5 for Years 1 and 2; A-E for Years 3-6).
- Comments on Literacy and Numeracy will address student growth and achievement in those areas.
- Reports will include comments on Personal, Social and Emotional growth.
- Parents will receive a report on State or Nation-wide assessment (such as NAPLAN or OLNA) and may request a meeting to discuss these results.
- IMP Reports: Students receiving individual music tuition will receive a mark (A-E) that reports on their progress in their chosen instrument each semester. IMP teachers are responsible for producing these reports each semester.
- On Request: Parents/Carers may request information on how their student is achieving as compared with the student’s peer group at the College.