View Categories

Review and Analysis of Student Learning

12 min read

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 #

  1. Rehoboth is committed to providing a quality Christian education for all of its students. To this end, student learning is monitored and evaluated in a variety of ways.
  2. This policy applies to teaching staff. Staff should refer to the appropriate section for their learning environment and note which items apply to them.

Attachments and References #

This policy should be read in conjunction with:

  1. Assessment and Reporting (Primary) Policy
  2. Assessment and Reporting (Year 7-10) Policy
  3. Assessment and Reporting (Year 11-12) Policy
  4. Curriculum Plan
  5. Curriculum Evaluation Policy

Kindergarten #

  1. Kindergarten is structured on the Early Years Learning Framework (EYLF) and Kindergarten Curriculum Guidelines (KCG).
  2. Teachers will assess children according to the outcomes of the EYLF and KCG, and using Rehoboth Kindergarten Numeracy and Literacy Assessments.
    Staff: Classroom teachers
  3. Teachers will formally report on the progress of their students at the conclusion of each semester, and informally (through Storypark, Floorboards, parent interactions, etc.) throughout the year.
    Staff: Classroom teachers
  4. Kindergarten students will be assessed using the PLD Pre-Literacy screening exercises and PLD Comprehension screening exercises throughout the year.
    Staff: Classroom teachers
  5. Kindergarten students will be screened for eyesight and hearing during the academic year by the school nurse.
    Staff: Outside professional – school nurse
  6. Every student will be screened internally for Occupational Therapy and teachers may recommend students for assessment by an Occupational Therapist.
    Staff: Classroom teachers, Outside professional – Occupational Therapist
  7. Students will be assessed using the PLD Speech Development tests and referred for speech therapy if necessary.
    Staff: Classroom teachers
  8. Kindergarten teachers will conduct a “handover” session at the end of each year to communicate the progress of learning for each student and specific student needs.
    Staff: Classroom teachers
  9. Teachers will use Storypark to link student learning EYLF and KCG outcomes.
    Staff: Classroom teachers
  10. Semester Reports will be issued biannually. The Kindergarten semester report for Semester 1 will consist of an extended comment reporting on a student’s learning and growth in that semester. Kindergarten Semester 2 reports will report on a number of indicators as well as providing an extended comment on student learning and growth.
    Staff: Classroom teachers

Pre-Primary to Year 6 #

Pre-Primary #

  1. Rehoboth utilises a school-based On-Entry Assessment to be conducted by the classroom teacher at the beginning of the year to determine student progress and achievement. In addition, all students are screened for Speech using the PLD Speech Development Tests. These results will be used to inform Teaching and Learning Plans, use of Educational Assistants or outside professionals, inform parent feedback, and to be used in the collection of data in the wider educational community, etc.
    Staff: Pre-Primary Teacher
  2. Students who have not been screened under Kindergarten procedures will be accessed for eyesight and hearing, or for Occupational Therapy needs.
    Staff: Outside professional – school nurse, Occupational Therapist
  3. Students will be screened using the PLD Pre-Literacy Screen.
    Staff: Pre-Primary Teacher
  4. Pre-primary students will be assessed using the Rehoboth Numeracy Assessment and PLD Comprehension assessments.
    Staff: Classroom Teacher
  5. Student learning is reviewed using classroom-based assessments throughout the term. These are generally in the form of teacher observation and anecdotal evidence of students’ mastery skills or knowledge.
    Staff: Pre-Primary Teacher
  6. Semester reports are issued biannually, reporting against a number of indicators and including an extended comment that analyses a student’s individual growth in learning.
    Staff: Pre-Primary Teacher

Years 1-6 #

  1. Students are assessed at the beginning of the academic year by means of standardised testing, including 2017 NAPLAN, SA Spelling, PLD Spelling, One Minute Number Facts, Lexile (Literacy Pro) testing, Reading Eggs, Waddington’s Reading, etc. Lower Primary years may also be screened using the Early Literacy Screen if this has not been completed previously or additional data is needed. NAPLAN 2017, PLD Spelling, and Lexile tests are repeated in Semester Two and compared against previous results. Teachers will submit these results to the Learning Coordinator and Principal to be filed. These tests are used to determine student placement into literacy, spelling, and numeracy groups and for teaching and learning planning.
    Staff: Classroom Teacher
  2. New students, upon entry to the College, may be assessed using the same standardised testing as in the classroom to determine placement, resources needed, and to identify possible areas of concern. Reports from previous schools will be observed and any testing previously done will be examined. Students who have previously received a Documented Plan in a previous school may undergo YARC testing to assist in determining student learning needs.
    Staff: Principal, Learning Support Coordinator
  3. Student learning is reviewed using classroom-based assessments throughout each term. These will include formative and summative assessment (as included in Teaching and Learning programs) and will be the primary basis for reporting to parents each semester and for adjusting teaching and learning programs. Feedback on formative and summative assessments will guide student learning, provide information for parents/guardians and provide insight for improvement.
    Staff: Classroom Teacher
  4. Bi-Year level Professional Learning Communities meet on a regular basis to discuss student progress, to implement any necessary intervention strategies, and to plan for improvement using assessment data.
    Staff: Teachers in Year level groups (PLCs)
  5. NAPLAN: Years 3 and 5 participate in NAPLAN testing. Data results will be used to determine individual student strength and weaknesses, cohort performance, and comparison against state and national indicators. It will also inform whole school improvement planning.
    Staff: Classroom Teacher supervision, analysis by Teacher, Curriculum Coordinator, Learning Support Coordinator and Principal
  6. Documented Plans:
    1. All students who receive individual Education funding through AISWA are required to have a Documented Plan (DP). These must address the learning, behavioural, or physical outcomes as specified for that student over a predetermined time period, and are based on classroom observation, standardised testing data, and outside professional strategy reports (i.e. psychologists, paediatricians, etc.). It must include modifications made by Teachers or parents to meet those outcomes. Copies must be submitted to AISWA for funding purposes and will be included in the individual student files. Students not receiving IE funding may also need a Documented Plan, which will be determined by the classroom Teacher, Learning Support Coordinator, and/or Principal.
    2. The outcomes as stated on the DP will be reported against on individual student reports. All DPs must be signed by both the Teacher and the parent(s). DPs for students, utilising a learning plan significantly lower than their year level and one which may affect their learning path, must be noted as such on the DP. Such a student should first have been observed by outside professionals (i.e. psychologist, etc.) before receiving their DP.
    3. Students who are operating at a significantly higher level than their peers also require a DP to account for their learning path. Such DP needs to be taken into account on their individual student report.
      Staff: Classroom Teacher and outside professionals as needed; monitored by Learning Support Coordinator, Principal
  7. Semester Reports and Feedback: Students will be assessed against the Western Australian curriculum outcomes and achievement standards on semester reports delivered to parents at the end of each Semester. Student engagement is also reviewed in these reports in relation to attendance, behaviour, effort, and motivation.
  8. Regular feedback to parents through Work sample books, assessments on SEQTA and parent/teacher meetings provide ongoing information to parents and students for support of learning improvement.
  9. All data collected during these reviews of student learning will be used to:
    1. determine ability grouping;
    2. write effective teaching and learning programs;
    3. accurately report to parents on semester reports;
    4. identify learning gaps in individuals, classes, or whole school;
    5. writing submissions for AISWA IE funding;
    6. determine effective use of PD time and funds;
    7. link effectively for referrals to other professionals
    8. write Documented Plans;
    9. communicate with parents;
    10. perform whole-school improvement planning;
    11. identify needed resources.

Student Engagement #

  1. Students’ attendance is reported twice daily to the school office. This is monitored on a daily basis to ensure all absences are accounted for and documented electronically. Parents are contacted via phone or SMS when the school has not been notified of a student absence.
    Staff: Teachers, Administrative Staff
  2. Teachers are responsible to monitor the behaviour of the students in their classes and to communicate with parents if difficulties arise. Teachers must conform to the College’s Discipline Policy as described in parent and staff handbooks and the College’s Policy and Procedure Manual. Positive reinforcement is also stressed, and a variety of methods may be used in the classroom and College (e.g. House token system, positive notes home, class rewards, etc.).
  3. Student engagement is also reported on Semester Reports indicating aspects of attitude, behaviour, motivation, and engagement. A record of student engagement is kept in the Pastoral Care (Student Profile) section of SEQTA. It records issues of behaviour, student well-being, health, academics and parent communication. Teachers are responsible to update these records as needed, but especially when parent/teacher communication has occurred or discipline matters have arisen.
    Staff: Teachers, Chaplains
  4. Documented Plans may be implemented when specific behaviour modification needs to be addressed. These should be recorded in the Pastoral Care section of SEQTA under Student Plans.
    Staff: Teachers

Secondary School #

Years 7-10 #

  1. Students’ progressive achievement is monitored at both Learning Area and whole-school levels. Head of Learning Areas work with their staff to maintain appropriate student achievement records for students in each Learning Area. Primarily this is recorded in SEQTA.
    Staff: Heads of Learning Area, Teachers
  2. Curriculum planning within Learning Areas draws on each Learning Area’s record of student achievement. In addition, the English and Mathematics Learning Areas are to make use of NAPLAN outcomes in their planning.
    Staff: Learning Area Teachers
  3. Teachers assess the learning capacities of each student through initial assessments and use a range of strategies to assign tasks to students at an appropriate level and complexity.
    Staff: Teachers
  4. NAPLAN – Years 7 and 9 participate in NAPLAN each year. Data received from testing is used to assess student learning, to determine student strengths and weaknesses, and to incorporate into curriculum planning. Individual data from NAPLAN will be communicated to parents. NAPLAN data is measured against state and national benchmarks. OLNA testing is conducted for students in Years 10-12 who do not meet benchmark standards during Year 9 NAPLAN testing.
    Staff: Heads of Students, Heads of Learning Areas, Teachers
  5. A school-wide record of achievement is maintained through the reporting system. The Secondary school uses SETA to generate Semester Reports, which are cumulated progressively on student files and also available to staff electronically on the secure staff domain of the school network. Reports are viewed at the time of production in the first instance by the student’s Form Teacher (pastoral care teacher); and more globally by the Principal, Directors of Students and Heads of Learning Areas. Increasing use of the features of SEQTA will more efficiently facilitate the cycle of program development, assessment, and reporting. Further staff training in these features will enable the Secondary School to make better use of of these tools.
    Staff: Principal, Directors of Students, Heads of Learning Areas, Teachers, Form Teachers, Administrative staff
  6. Year 9-12 students will have formal examinations at the conclusion of each Semester. The results of these examinations will be used to inform the Semester Reports, as well as ongoing student learning.
    Staff: Directors of Students, Teachers, Administration
  7. Year 12 students will sit the ATAR examinations for the courses they have studied. Reports from these exams will not only determine the future pathways of the student, but inform the College as to its standing in the state compared to similar schools, and to refine programming and delivery of learning.
    Staff: Year 10-12 Director of Students, Teachers, Principal
  8. Each Learning Area will review the assessment and testing completed in that Learning area to identify strengths and weaknesses in the overall program, with a view to modification where indicated and consideration of the abilities of each cohort.

Assessment Methods #

  1. Teachers will use a variety of assessment methods (see Assessment and Reporting Policy) to review student learning, in order to provide a complete picture of student learning.
  2. Unit planning will indicate which assessment methods will be used to review student learning. Heads of Learning Areas will ensure that an appropriate number and variety of methods of assessment are employed.
  3. Assessment methods will take into consideration:
    1. coverage of the syllabus;
    2. student abilities;
    3. Documented Plans.

Analysis of Student Learning #

  1. Rehoboth aims to utilise data derived from standardised testing such as On-Entry testing, NAPLAN and ATAR examinations, classroom assessments, as well as other sources of information in the analysis of students’ academic performance and progress.
  2. Individual students as well as cohorts and whole school performance, progress and commitment to learning are measured and reported on in a number of ways. The results and analysis of these findings affect the planning as a whole school, in the classroom and in designing individual student’s learning plans.

Individual Student Learning #

  1. Students are assessed using a number of standardised tests as well as baseline subject testing for learning areas. These measure growth as well as possible intervention strategies. NAPLAN analysis also takes place with the release of results for Years 3, 5, 7 and 9. This data is used in the following ways:
    1. Differentiation is required of all teachers across learning areas. These adjustments to the curriculum are to be noted within the teachers’ regular unit programs and in their Daily Learning Activities.
    2. Documented Plans are developed for both students requiring extra support as well as those requiring specialised extension. Parents sign off on documented plans which explain how these strategies will be utilised in the classroom and how they can be reinforced at home. These are reviewed biannually and consider student growth in learning;
    3. Further assessment of student needs may be evaluated by an outside professional such as the AISWA School Psychologist, who may refer a student for further evaluation if necessary;
    4. A child requiring extension above the regular class differentiation, may be invited to join Rehoboth’s Learning Extension (LEX@R) program, offered from Years 5-8. Students outside these year levels who are showing exceptional ability, may also be invited to attend LEX@R programs. Students may also be invited to participate in specific competitions for which they show aptitude or gifting;
    5. Students may be withdrawn during particular classes to work with Special Needs and/or Learning Support EAs on a specific program, written by the classroom teacher or utilising programs such as Reading mastery, Literacy Support or Sounds Write, that follow their documented plan. All EAs are required to report to the classroom teacher on a student’s progress.
  2. All data will be used for informing practice on how best to cater for students’ needs. The information gathered will also be used for making application for funding, streaming student cohorts, whole school planning and forming College improvement plans.
  3. Regular assessment results, along with specific feedback and anecdotal evidence, are collected and Semester reports are released through SEQTA at the end of Semester One and Two.

Cohort and Whole-College Analysis #

  1. Standardised tests (school-based), NAPLAN, OLNA, and ATAR data are also used to identify Cohort and whole College gaps in learning. Learning Area and Whole School curriculum meetings are used to analyse this data against National benchmarks. In addition, collections of standardised tests reveal whether there are whole school areas of weakness resulting in strategies to improve these. College leaders and teachers are to use this data to inform programming, differentiation and pedagogy to address cohort or whole College needs.
  2. Parent/Student surveys identify Whole College strengths and weaknesses and are used to inform School Improvement plans.
  3. Professional Learning is conducted either onsite or using outside resources based on the analysis of student learning.
  4. Results of the review analysis of the learning data and the implications for curriculum, programs or adjustments are included in the Principals’ reports to the Board each month.

Analysis of Student Learning Flowchart (K-6) #

Analysis of Student Learning Flowchart (Year 7-12) #

Teaching and Learning