1 | Braeside Assessment Policy 2016-2018
BRAESIDE PRIMARY SCHOOL 2016 Assessment Policy-including MIS schedule and Reporting to Parents
We aim to create a learning environment where all students feel safe, happy and included. Therefore all members of the school community honour and respect the School Code of Conduct. We are an inclusive school, where all students are encouraged to achieve their personal best.
We understand that students have a range of skills and abilities, catering for individual needs through a differentiated curriculum. Parents are valued as partners in their child’s education and work together with staff to ensure that all students are successful.
We expect high standards from staff and students and constantly strive for higher levels of achievement. Literacy and Numeracy are specifically targeted. Fifty percent of teaching time is devoted to best practice teaching and learning programs with emphasis on whole school approach to
planning and learning. Braeside staff are dedicated and professional.
They support a collaborative approach by sharing responsibility for the planning, development and implementation of learning and assessment programs. We strive to prepare students for a changing society.
Environmental responsibility and awareness are developed within the school community through appropriate use of resources, curriculum development and accepted practices. Information Technology is used as a tool for student learning and integrated into teaching and learning programs.
The purpose of assessment
Assessment is the ongoing process of collecting evidence about student learning to make judgements and then take action to develop the knowledge, skills and values of students. Diagnostic assessment identifies starting points for student learning;
Formative assessment monitors progress and informs adjustments needed to improve learning;
Summative assessment is used to show what has been achieved. The purposes of assessment include:
To find out what students already know and can do; and also what they don’t know and can’t do; To inform planning and direct teaching and learning programs;
To help students to self-assess and identify their next steps in learning; To assist teachers to make measured judgements about student progress and identify problems along the way;
To guide the choice of appropriate teaching and learning strategies; To inform parents about their children’s progress and achievement through informal and formal reporting processes;
2 | Braeside Assessment Policy 2016-2018
Assessment practices are reviewed annually to ensure best practice, build staff expertise and comply with departmental priorities. At Braeside we employ the following assessment types and forms:
2016 School Based Data
Collection
Diagnostic(Collated on student profile) Formative Summative
Phonemic Awareness Standardised Test (P/1/2 teachers) Kindy screening – vision/hearing (School Nurse)
Numeracy Diagnostic Tasks NAPLAN (yr 3, 5, 7) (teachers)
Graded Reading Tests (teachers)
Diana Rigg Tests (teachers) Running Records
Word Differentiation Print Concepts)
Reading and Writing diagnostic tasks)
Beep Test Science Diagnostic Tasks
Work samples Anecdotal records
Checklists Rubrics
Observations Photographs
Surveys Questioning Discussion
Student responses Reflections
Graphic organisers (eg. KWLs, Y charts) Videoing of student work or reading.
Research projects (Rubrics) Writing journals
Graphic organisers Retesting – (from diagnostic)
Performance/Products (Rubrics) Portfolios
Learning Journeys Interviews/Conferences
Focus Area
Assessment Investigate,
Implement,
Embed
Target Group Purpose Timeline for
Administration
Results Available Audience
Quality Teaching and
Effective Leadership
Attitudes to school
student survey
Implement 3-6 Diagnostic Term 2 week 10 SDD Term 3 Teaching and Leadership committee to
collate and present to staff
Student learning
experiences inventory
Implement 1-6 Summative Term 2 week 9 SDD Term 3 Teaching and Leadership committee to
collate and present to staff
Engagement and Well
Being Attitudes to school
Student survey
Implement 3-6 Summative Term 2 week 10 SDD Term 3 Engagement and Well being committee
Social and Emotional
Report grades
Embed PP-6 Formative Term 2 and 4 SDD Term 3 Engagement and Well being committee
Who Am I?
Developmental
Assessment
Investigate K to Yr2 Formative Teachers, Admin, Individual Parents
Engagement and Well being committee
Mini-lit progress tests Embed Selected
students pp-6
Summative Ongoing Termly Individual parents, classroom teachers,
Engagement and Well being committee
3 | Braeside Assessment Policy 2016-2018
Focus Area
Achievement
Assessment Investigate,
Implement,
Embed
Target
Group
Purpose Timeline for
Administration
Results
Available
Audience
LITERACY
Reading NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council
PM Benchmarks/lexile Embed PP-7 Summative Term 1,2,3,4 Teachers, Parents, School Council
On Entry Embed PP-2 Summative Term 1 and 4 March /
November
Parents and Teachers
Semantics screen Embed Yr PP-2 Formative Term 2 Teachers for case management
Phonics Letters and Sounds
stage
Embed PP-2 Summative Term 1 and 4 March/Nov
ember
KOLP screen Implement K Summative Term 1 and 4
Writing NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council
Common Assessment
Task
Implement K to Yr7 Formative Term 1, 3
Week 5
Term 1, 3 Teachers, phase groups , Individual
Parents
Spelling NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council
Diana Rigg spelling
tests
Implement PP-7 Formative Term 4 Green card information
PAT spelling Term 3 Week
10
Parents, Teachers, School Council
Gram & Punct NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council
PAT-SPG Investigate Yr2 to 7 Formative Term 1 Parents, Teachers, School Council
Oral
Language
Oral narrative screen Implement PP-2 Formative Term 2 Teachers for case management
groupings
NUMERACY
Mathematics NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council
On entry Embed PP-2 Formative Term 1 and 4 Parents, Teachers, School Council
Ballard -Westwood Term 1
Term 4 Week 1
Parents, Teachers, School Council
PAT Maths Embed Yr2 to 7 Formative Term 4 Week 2 Parents, Teachers, School Council
Diagnostic Tasks- For
portfolios can common
assessment tasks
Implement K to Yr7 Formative Term 1,3,
Week 5
Teachers, phase groups , Individual
Parents
4 | Braeside Assessment Policy 2016-2018
BRAESIDE TEACHING AND REPORTING SCHEDULE (Years PP-6) 2016 2017 2018 2019
ENGLISH Literacy, Literature
and Language -
integrated
Reading and Viewing
Writing Semester 2
Listening and Speaking
Reading and Viewing
Writing
Semester 2
Listening and Speaking
Reading and Viewing
Writing Semester 2
Listening and Speaking
Reading and Viewing
Writing
Semester 2
Listening and Speaking
MATHEMATICS
(Number and Algebra)
(Measurement and Geometry)
Semester 2
Number and Algebra (Statistics and Probability)
(Number and Algebra)
(Measurement and Geometry)
Semester 2
Number and Algebra (Statistics and Probability)
(Number and Algebra)
(Measurement and Geometry)
Semester 2
Number and Algebra (Statistics and Probability)
(Number and Algebra)
(Measurement and Geometry)
Semester 2
Number and Algebra (Statistics and Probability)
SCIENCE
(Science Inquiry Skills)
Semester 1
Science Understanding (Chemical Science)
Semester 2
Science Understanding (Earth and Space)
(Science Inquiry Skills)
Science as a Human Endeavour
Semester 1
Science Understanding (Physical Science)
Semester 2
Science Understanding (Biological Science)
(Science Inquiry Skills)
Semester 1
Science Understanding (Chemical Science)
Semester 2
Science Understanding (Earth and Space)
(Science Inquiry Skills)
Science as a Human Endeavour
Semester 1
Science Understanding (Physical Science)
Semester 2
Science Understanding (Biological Science)
HUMANITIES
AND
SOCIAL
SCIENCES
Social Enquiry Skills
Semester 1
History
Semester 2
Geography
Social Enquiry Skills
Semester 1
History
Semester 2
Civics and Citizenship(3-6)
Geography(1-2)
Social Enquiry Skills
Semester 1
History
Semester 2
Geography
Social Enquiry Skills
Semester 1
History
Semester 2
Civics and Citizenship(3-6)
Geography(1-2)
THE ARTS-
Visual arts
Arts Ideas
Arts Skills and Processes Semester 2
Arts Responses
Arts Ideas
Arts Skills and Processes Semester 2
Arts In Society
Arts Ideas
Arts Skills and Processes Semester 2
Arts Responses
Arts Ideas
Arts Skills and Processes Semester 2
Arts In Society
HEALTH AND
PHYSICAL
EDUCATION
Semester 1
Skills for Physical Activity
Interpersonal Skills Semester 2
Skills for Physical Activity
Self Management skills
Semester 1
Skills for Physical Activity
Interpersonal Skills Semester 2
Skills for Physical Activity
Self Management skills
Semester 1
Skills for Physical Activity
Interpersonal Skills Semester 2
Skills for Physical Activity
Self Management skills
Semester 1
Skills for Physical Activity
Interpersonal Skills Semester 2
Skills for Physical Activity
Self Management skills
LOTE
No LOTE reporting as no LOTE is taught
No LOTE reporting as no LOTE is taught No LOTE reporting as no LOTE is taught No LOTE reporting
Technology Technology Process Technology Process
Technology Process
Technology Process
5 | Braeside Assessment Policy 2016-2018
SCASA Reporting Policy-Reporting Requirements
Section 1: Reporting of student achievement in learning areas
The National Education Agreement 2009 (NEA) requires the provision to parents and carers by all schools of plain language reports twice a year that:
a. are readily understandable to those responsible for the student and give an accurate and objective assessment of the student’s progress and achievement;
b. include an assessment of the student’s achievement against any available standards; and
c. include, for subjects studied, an assessment of the student’s achievement:
i. reported as A, B, C, D and E (or an equivalent five-point scale), clearly defined against specific learning standards; and
ii. relative to the performance of the student’s peer group.
In Western Australia, student achievement in the learning areas taught is reported on a five-point scale for all years from Pre-primary to Year 10. In Years 3 –
10 the following table of letter grades and achievement descriptors must be used but flexibility is provided for systems or schools in Pre-primary to Year 2
reporting as detailed below.
Letter grade Achievement descriptor1
A
Excellent The student demonstrates excellent achievement of what is expected for this year level.
B
High The student demonstrates high achievement of what is expected for this year level.
C
Satisfactory The student demonstrates satisfactory achievement of what is expected for this year level.
D
Limited The student demonstrates limited achievement of what is expected for this year level.
E The student demonstrates very low achievement of what is expected for this year level.
6 | Braeside Assessment Policy 2016-2018
Letter grade Achievement descriptor1
Very low
Note 1: As the Australian Curriculum is implemented, expected achievement will be defined by the achievement standards as described in the Western Australian Curriculum and Assessment Outline.
Pre-primary to Year 2 reporting In the Pre-primary year, schools are required to report in English and Mathematics and are strongly encouraged to report in Science. Schools may also choose
to report in other learning areas. Schools report using achievement descriptors but without letter grades. The achievement descriptors used may be system-based
or school-based or those in the table above, but must align with the achievement standards described in the Western Australian Curriculum and Assessment
Outline.
In Years 1 – 2 schools must report in all the learning areas taught. Schools report using system-based or school-based achievement descriptors or those in the
table above and may use the letter grades. The achievement descriptors used must align with the achievement standards described in the Western Australian
Curriculum and Assessment Outline.
Years 3 – 10 reporting For Years 3 – 10 schools must report in all the learning areas taught. Schools must report using the letter grades and achievement descriptors provided in the
table above. The achievement descriptors are aligned with the achievement standards described in the Western Australian Curriculum and Assessment Outline.
Students undertaking a modified curriculum (e.g. a documented individual education plan, documented learning plan or differentiated learning plan)
If there is a legitimate reason for a student to be following a modified curriculum (for example, an individual education plan, documented learning plan or
differentiated learning plan), schools should negotiate and document any variation to the reporting of the student’s achievement with the student and her/his
parents or carers.
Reporting learning area achievement using the Australian Curriculum
For Pre-primary to Year 10, the Australian Curriculum achievement standards will describe expected achievement at each year level for each learning area. As
the Australian Curriculum is implemented, student achievement will be reported against the achievement standards for the year level of the student.
Exemplification of levels of achievement will be provided through annotated work samples. The Authority is developing annotated work samples for Phase 1 of
the Australian Curriculum which will align with the five-point reporting scale to be used in Western Australian schools. The annotated work samples will
continue to be reviewed and enhanced in relation to their coverage of the achievement standard and the diversity of student work that can be used to provide
evidence of student learning.
7 | Braeside Assessment Policy 2016-2018
By mid-2015, schools will report using the Australian Curriculum in English and Mathematics (and are strongly encouraged to report in Science) for Pre-
primary and English, Mathematics and Science for Years 1 – 10. As the Australian Curriculum has not yet been developed for all components of the
Humanities and Social Science learning area, schools have the discretion to report student achievement in History and/or the Humanities and Social Sciences
until further clarification is provided by the Authority.
Reporting learning area achievement using the Curriculum Framework
For those learning areas for which the Australian Curriculum is not yet available or has not been implemented, schools should continue to report student
achievement against the Curriculum Framework using the five levels of achievement defined above.
Minimum reporting requirements and guidelines
The following table includes prescribed minimum reporting requirements and guidelines for the learning areas taught in Pre-primary to Year 102, 3 in Western
Australian schools.
Schools should report twice a year on a student’s achievement in English, Mathematics, Science and Health and Physical Education. For the remaining learning
areas schools should report twice a year if the learning area is taught over a year and once a year for learning areas taught over a term or semester.
Learning areas Reporting requirements2,3 Guidance (not mandated)
English Schools will report one grade (A–E) as a
minimum for English.
Schools may choose to report at a more detailed level using, for example, the
modes of Reading and Viewing, Writing, Speaking and Listening.
Mathematics Schools will report one grade (A–E) as a
minimum for Mathematics.
Schools may choose to report at a more detailed level, for example, Number
and Algebra, Measurement and Geometry, Statistics and Probability.
Science Biological Sciences;
Chemical Sciences;
Earth and Space Sciences;
Physical Sciences
Schools will report one grade (A–E) as a
minimum for Science.
Schools may choose to report at a more detailed level, for example, Science
Understanding, Science Inquiry Skills and Science as a Human Endeavour or,
in the secondary years, Biological Sciences, Chemical Sciences, Earth and
Space Sciences, Physical Sciences.
Humanities and Social Sciences Civics and Citizenship;
Economics and Business;
Geography;
History
Schools will report one grade (A–E) as a
minimum for Humanities and Social
Sciences.
Schools may choose to report to parents at a more detailed level, for example,
Civics and Citizenship, Economics and Business, Geography, History.
8 | Braeside Assessment Policy 2016-2018
Learning areas Reporting requirements2,3 Guidance (not mandated)
Languages Schools will report one grade (A–E) as a
minimum for the language(s) taught.
Schools may choose to report at a more detailed level using, for example,
Communicating, Understanding.
The Arts Dance;
Drama;
Media Arts;
Music;
Visual Arts
Schools will report one grade (A–E) as a
minimum in The Arts.
Schools may choose to report at a more detailed level, for example, Dance,
Drama, Media Arts, Music, Visual Arts.
Health and Physical Education Schools will report one grade (A–E) as a
minimum for Health and Physical
Education.
Schools may choose to report at a more detailed level, for example, Health,
Physical Education.
Technologies Design and Technology;
Digital Technologies
Schools will report one grade (A–E) as a
minimum for Technologies.
Schools may choose to report at a more detailed level, for example, Design
and Technology, Digital Technologies.
Note 2: For the Pre-primary year, schools are required to report in English and Mathematics and are strongly encouraged to report in Science. Schools may also choose to report in other learning areas. Schools report using achievement descriptors but without letter grades. The achievement descriptors may be system-based or school-based or those in the table above, but must align with the achievement standards described in the Western Australian Curriculum and Assessment Outline.
Note 3: For Years 1 – 2, schools are required to report in all the learning areas taught. Schools report using system-based or school-based achievement descriptors or those provided in the achievement descriptor table and may use the letter grades. The
achievement descriptors used must align with the achievement standards described in the Western Australian Curriculum and Assessment Outline.
For Pre-primary to Year 10, consistent with national reporting requirement c(ii), schools must prepare information that shows the number of students in each of
the five achievement levels for each of the learning areas taught in each year. Schools may choose to provide this comparative information to parents as part of
the normal reporting process or to provide parents with advice that this information is available on request. In the latter case, schools must advise parents that
this information is available and must provide this information on request. Possible wording that could be used on the report is: ‘You can ask the school to
provide you with written information that clearly shows your child’s achievements in the subjects studied in comparison with that of other children in the
child’s peer group at school. This information will show you the number of students in each of the five achievement levels’.
Section 2: Reporting on student attributes
9 | Braeside Assessment Policy 2016-2018
In addition to reporting students’ achievement in the eight learning areas identified previously, each school’s reporting policy should require that formal reports
to parents include information relating to the development of other student attributes that influence learning.
It is strongly recommended that schools use an alternative approach when reporting on such attributes and do not use the same five-point scale which is used as
a measure of achievement.
For Pre-primary to Year 10, school reports should include:
a teacher assessment of the student’s attitude, behaviour and effort;
an overall teacher comment; and
any additional information the school considers relevant.
In addition for Pre-primary to Year 2, school reports should include:
a description of the student’s progress in personal and social learning.
Mid-year reporting
Australian Curriculum achievement standards describe the expected achievement for students who have been taught the curriculum content for the full year of
schooling. Therefore, in mid-year reports, teachers should make a professional judgment regarding the level of achievement that the student is demonstrating
relative to the achievement standard, taking into account the curriculum that has been taught and assessed to that point in time. Thus, students demonstrating
excellent achievement at that point in time would be allocated an A grade or excellent achievement, students demonstrating satisfactory achievement would be
allocated a C grade or satisfactory achievement.
Recognition of an alternative curriculum (and/or reporting on student achievement) that aligns with the Western Australian Curriculum and
Assessment Outline
Recognition of an alternative curriculum (and/or reporting on student achievement) that aligns with the Western Australian Curriculum and Assessment Outline
can be sought through the School Curriculum and Standards Authority.
10 | Braeside Assessment Policy 2016-2018
Green Card Template
BRAESIDE PRIMARY SCHOOL Student Profile
Student Name: _______________________________ Date of Enrolment/Re-enrolment: ___/___/20__ Date of Birth: ___/___/20__
Year and Teacher K - P - 1 - 2 -
Attendance: Attendance: Attendance: Attendance:
3 - 4 - 5 - 6 -
Attendance: Attendance: Attendance: Attendance:
Referrals Indicate year
School Psychologist
Occupation
Therapy
Speech Therapy
Other School Nurse
PEAC LSC
Relevant Factors Indicate year
ESL ESD/AE Interstate
DCP Transient
On Entry Nat. Standard Numeracy Reading Writing
Language Conventions
Term 1 Term 4 Term 1 Term 4 Term 1 Term 4 Term 1 Term 4 Term 1 Term 4
Entry Test PP
Entry Test 1
Entry Test 2
NAPLAN Nat. Standard Numeracy Reading Writing Spelling Language
Conventions
Year 3 Band At/Above/Below/Top 20%
Year 5 Band At/Above/Below/Top 20%
Individual Education Plans
Literacy Numeracy Behaviour
Record Date K K K
P P P
______________ 1 1 1
11 | Braeside Assessment Policy 2016-2018
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
PM Benchmark/ Lexile Level Fry Wood List Ballard Westwood Diana Rigg Stage PP Term 1 Term 2 Term 3 Term 4 PP Term 1 Term 3 PP Term 1 Term 3 PP Term 1 Term 3
Yr 1 Term 1 Term 2 Term 3 Term 4 Yr 1 Term 1 Term 3 Yr 1 Term 1 Term 3 Yr 1 Term 1 Term 3
Yr 2 Term 1 Term 2 Term 3 Term 4 Yr 2 Term 1 Term 3 Yr 2 Term 1 Term 3 Yr 2 Term 1 Term 3
Yr 3 Term 1 Term 2 Term 3 Term 4 Yr 3 Term 1 Term 3 Yr 3 Term 1 Term 3 Yr 3 Term 1 Term 3
Yr 4 Term 1 Term 2 Term 3 Term 4 Yr 4 Term 1 Term 3 Yr 4 Term 1 Term 3 Yr 4 Term 1 Term 3
Yr 5 Term 1 Term 2 Term 3 Term 4 Yr 5 Term 1 Term 3 Yr 5 Term 1 Term 3 Yr 5 Term 1 Term 3
Yr 6 Term 1 Term 2 Term 3 Term 4 Yr 6 Term 1 Term 3 Yr 6 Term 1 Term 3 Yr 6 Term 1 Term 3
PAT Testing
Yr 2 Date Spelling Math G&P Yr 5 Date Spelling Math G&P
Yr 3 Date Spelling Math G&P Yr 6 Date Spelling Math G&P
Yr 4 Date Spelling Math G&P Yr 7 Date Spelling Math G&P
12 | Braeside Assessment Policy 2016-2018
IEP Cover Page
BRAESIDE PRIMARY SCHOOL Student Profile
Literacy Expectations This document is to be used as a cover page for student’s Individual Education plans.
Please highlight the level the student is currently achieving and the level they are expected to be achieving by the end of the year.
Name:___________________________________________ Year Level:_______________ Year of Individual Education Plan: __________________
P 1 2 3 4 5 6
PM Benchmarks
5
12
20
30
-
-
-
Fry Word List
75 words
150 words
300 words
500 words
700 words
900 words
1000 +words
Lexile Levels
-
200-299
300 - 450
500 - 650
600 - 750
700 - 850
800 - 950
Writing
1
5
12
18.5
21.0
24.5
29.0
Fluency
-
60 words per min
90 words per min
100/120 words
per min (leveled
text)
100/120 words
per min (leveled
text)
100/120 words
per min (leveled
text)
100/120 words
per min (leveled
text)
Spelling &
Phonics
Stairway
PP Phonics
Year 1 Phonics
Year 2 Phonics
Year 3 Phonics
Year 4 Phonics
Year 5 Phonics
Year 6 Phonics
13 | Braeside Assessment Policy 2016-2018