Assessment+and+Reporting

Assessment and Reporting

**Rationale ** Reporting is the communication of clear and comprehensive information regarding student progress and achievement. Reporting should focus positively on student progress and indicate ways to improve performance and overcome difficulties. At all times there should be honest feedback with sensitive communication of strengths and weaknesses.

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 VELS //Student// //Report// enable regular monitoring of student learning and ongoing constructive feedback, with the explicit intention of improving student learning over time.  The VELS //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 VELS //Student Report// is supported by twice yearly parent-teacher interviews, and other communication, both written and verbal in conjunction with school based processes.

The following principles are addressed to ensure that students and parents receive clear and concise information about student achievement:
 * Principles **
 * the full range of areas of the curriculum undertaken at each phase of schooling
 * the knowledge, skills, attitudes, values, social and personal development associated with the teaching and learning in each area
 * the content of the work undertaken together with a clear indication of how well the learning outcomes have been achieved
 * requirements for the next stage of learning together with areas for improvement that may need to be done.

The following assessments may be used across different year levels ensure that teachers receive clear and concise information about students’ progress
 * Assessment **
 * Clay’s Observation Survey
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Running Records
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Burt Word Reading Test
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Record of Oral Language
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Peters’ Spelling
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">SINE Number Screening
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">PAT Mathematics
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">PAT Reading
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">ENRP Interview
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">PROBE
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Writing Samples
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Rich Assessment Tasks
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Open Ended Tasks
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Speeches
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Plays
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Projects
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Investigations
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Class work
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Profile Books
 * <span style="color: #6a370b; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Observations