Assessment+and+Reporting+Policy


 * __ Assessment and Reporting Policy __**

At Society High we believe it is important that assessments are not only used to assess whether learning objectives have been met or not, but that a holistic approach is taken in assessing how the learner is progressing along their expected developmental trajectory. Thereby we recognise and foster the influence that teachers have on the growth and personal development of learners in a holistic individualised manner.

As per the Department of Education in Victoria, “Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent recommendations to improve future student learning.”(1) A big emphasis is placed on learners playing a large role in their own assessment. This ensures that assessment has an objective and subjective quality. It is particularly the latter form of assessment that we believe improves the motivationa and drive of the learner. Students are encouraged to reflect on their own strengths and areas for improvement and this further fosters a culture of independent learning which is a skill that we believe is of great importance and can be used for a lifetime.
 * Types of Assessment used at //Society High (2)// **
 * 1) Self Assessment **

This is assessment OF learning that we employ at //Society High//. We use this type od assessment at the conclusion of a given period of learning to measure the performance against a given standard of attainment. These assessment tasks clearly reflect the curriculum and preselected key learning objectives for each unit of work. Teachers at //Society High// are careful not to include too many summative assessments as we also believe it will not cater for all student learning types. This allows students that have different learning abilities to also excel in the subject.
 * 2) Summative Assessment **

This is assessment FOR learning. Teachers use ongoing processes to assess students’ progress to inform their teaching. The assessment tasks would include class work, oral discussion, questioning, short recall tests etc.
 * 3) Formative Assessment **

1) No assessment is useful unless it is accompanied by clear guidelines on how improvement in the learning process can be achieved. It should not only inform the student on how to improve their performance but should also inform the teacher on how teaching strategies should be modified to achieve effective learning. 2) Assessment needs to cater to diversity in students’ strengths and should thus be varied and diverse. For eg. A student who has a weakness in their writing skills should not be disadvantaged if their verbal skills quite clearly show that they have adequately learned the material. 3) It is essential that assessment recognises and rewards progress and effort thereby promoting healthy self esteem and emotional development. 4) Reporting should include a balance of summative, formative and self assessment. 5) Assessment methods should constantly be reviewed to ensure validity and reliability and should cater to some degree of objectivity in the event of a change in teacher during a school year.
 * Principles of Assessment at //Society High(3)// **

All results of assessments will be kept by teachers in a systematic manner on an electronic database. This database can be accessed by co-ordinators and other senior staff. Each assessment task will also be stored electronically in the curriculum folder on the school’s intranet.
 * Record Keeping **

__ REPORTING __ At Society High we believe that students are often aware of their own behaviour and performance in the classroom, and we believe, that to a certain extent, they are responsible for this. Hence, when parent teacher interviews are conducted, the student also attends. Instead of the teacher reporting to the parent, the student reports to both the parent and the teacher on their behaviour and performance, and what they think they could do to improve. We believe that this makes our learners more accountable for their actions. We often find that in this moment, it is our more disruptive students who become emotional and begin a process of change after the meeting. However, we believe that all students can benefit from this process of self evaluation.

It is also a good opportunity for the learning process to be seen as a group effort between the student, their parents and the teacher, instead of the process being a ‘blame game’ between parent and teacher as to who is responsible for the student. We believe that this process of student self evaluation and reflection is an important aspect of personal development and is especially important in ensuring that our students are ready for an adaptable life outside of Society High. We often find that students are eager to participate in this process because it means that their voice can be heard.

All students from year seven to twelve receive one report in each semester of the school year. We believe that generating more reports inhibits students’ and teachers’ ability to get on with doing business. Parents have the option of their child’s report being sent to them as a PDF document via email if they have reason to believe that the hardcopy format may be tampered with prior to receiving it. Teachers are required to write comments on each student as well as fill in a rubric. We do not advocate the use of computer reporting systems that allow teachers to drag and drop from a ‘complete list’ of feedback comments. We believe that each learner is unique and requires a genuine dialogue from their teacher. This also gives the teacher a wider framework within which to operate. Reports are always generated with the intention of outlining how a student can improve, regardless of the grades they receive. Parents have the option of arranging an additional meeting with the teacher regarding reports if they wish. It is at their discretion as to whether or not their child attends this particular meeting.

Back to Policies Home 1.www.VCAA.edu.au 2 Linn, R.L., & Gronlund, N.E., measurement and Assessment in Teaching, 8th ed. (Upper Sadle River,NJ:Merrill/Prentice-Hall,2000).. 3.www.education.vic.gov.au 4. []
 * __ References __**

Rationale

Much attention has been given recently to assessment of student performance (1). Central to this has been the realisation that assessment plays a crucial role in informing teaching methods. In addition to this is the understanding that learning is a process that is not only limited to schooling years but is a life-long process and that the school plays a critical role in equipping students with the skills to become life-long learners.

Developments in Learning theory highlight the fact that understanding is more important than memorisation in the learning process (2). Assessment should thus focus on the thinking process rather than on the recall of facts. This requires flexibility in assessment to account for differences in thinking styles, thus respecting diversity.

In keeping with new directions in the assessment process Society High is keen on fostering student lead assessment thus giving students a greater sense of control (1). In addition to self assessment there is growing evidence that formative assessments give teachers and students a greater sense of empowerment and satisfaction (3). This does not imply however that there is no role for summative assessments but rather that formative and summative assessments complement each other and inform each other (4).

Student-led parent meetings are a form of reporting in which students are given a voice in their own learning process. This acknowledges the student’s capacity to reflect on their own strengths and areas of improvement (5).

1- Segers, M., Dochy, F. & Cascallar, E. (eds). (2003) Optimising New Modes of Assessment: In Search of Qualities and Standards. Kluwer Academic Publishers, Dordrecht. 2- Bransford, J., Brown, A.L., Cockring, R.R., Donovan, M.S. & Pellegrino, J.W. (eds). (2000). How People Lear, Brain, Mind, Experience, and School. Expanded Edition, National Research Council, National Academy Press, Washington. 3- Black, P. & Wiliam, D. (2003). “In praise of Educational Research”: formative assessment. British Educational Research journal. Vol.29,No.5,pp623-637 4- Stiggins, R.J. (2002). Assessment in Crisis. The Absence of Assessment FOR Learning. Phi Delta Kappan. Vol.83,No.10,pp758-765 5- Kenny, M., O'Donnell, M., & Smith, C. (1995). Student-led parent conferences. VAMLEFocus. Johnson, VT: Vermont Association for Middle Level Education.