ASSESSMENT POLICY

• Accurate and comprehensive assessment of school and student performance aids in establishing open communication, helps to improve student learning, assists in establishing future direction, and helps to identify areas of exemplary performance, as well as those in need of support and assistance.
• Schools are responsible for accurately assessing student achievement, as well as whole school performance in a variety of areas.
• Assessments will be used to identify future lessons and directions, rather than simply a prelude to reporting achievement.

• To assess school and student performance accurately and comprehensively.
• To improve student learning by accurately determining areas of future need, as well as areas of current exemplary performance.

Implementation

• Teachers will include a variety of assessment strategies in teaching programs to provide multiple sources of information about student achievement. These may include tests and assignments, projects, portfolios, performance observations, discussions and involvement in statewide standardised testing processes such AIM and School Entry Assessment Tasks.
• Teachers will develop a manageable system of keeping records that can provide a rich mixture of observations of student learning.
• Teachers will use the data they collect to make judgements about, and report on, student achievement in relation to the CSF levels.
• Teachers will use the Making Consistent Judgements materials, and be represented at CSF network meetings to ensure a common interpretation of both the CSF learning outcomes and student achievement
• Our school will progressively develop individual learning improvement plans for all identified students in consultation with students, parents and where appropriate, with others with specific expertise.
• The school will assess the achievements of students with disabilities and impairments in the context of the CSF. Program Support Groups will help develop individual student profiles containing learning goals in each key learning area for each student. Progress towards learning goals will be assessed and reported by the Program Support Group.
• Students for whom English is a second language will have their progress in English assessed in relation to the stages of the ESL Companion to the English CSF (where appropriate).
• The school will make available all required performance data to DET and the community by means of the School Council's Annual Report.