Assessment and Reporting

Reporting is the communication of clear and comprehensive information regarding student progress and achievement. 

The reporting process is an integral part of the teaching and learning process. Reports are based on a range of assessment processes and evidence such as teacher observations, annotated student work samples, tests, portfolios, exhibitions and presentations.

These practices along with the formal Student Report enable regular monitoring of student learning and ongoing constructive feedback, with the explicit intention of improving student learning over time.

The formal Student Report is therefore not intended to be the only form of communication between the teacher, student and parents in relation to student learning and achievement. The formal Student Report is supported by a child’s Seesaw journal, twice yearly parent-teacher interviews, and other communication, both written and verbal in conjunction with school-based processes.

Assessment and reporting are an essential part of our planning and implementation process where we strive to use valid, relevant and reliable processes to achieve accurate results. Assessment is both formative (informing our teaching) and summative (a summary of how student learning is progressing).

Students are assessed at a number of points throughout their time at school and in each school year. Student feedback is most effective when it is timely, relevant, encouraging and offers suggestions for improvement.

We conduct three way learning conversations with parents, teachers and the student (interviews) in February and June and written reports are provided in June and December. These written reports are based on the Victorian Curriculum which outlines what is essential for all Victorian students to learn during their time at school.