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CONTENTS
Introduction 1
Purpose of reporting 1
Reporting responsibilities 2
The place of reporting in the curriculum 2
Linking reporting and assessment 3
Ways of reporting 4
Reporting Standards 5
NT Reporting standard 5
Reporting requirements by student cohort 6
Appendix
NT reporting standard matrix 8
For further information contact
Curriculum, Teaching and Phases of Learning (08) 8999 3707
NT Department of Education and Training
http://www.det.nt.gov.au/teachers-educators/assessment-reporting
1
Introduction The NT Curriculum Framework (NTCF) is the overarching document that guides school curriculum provision for all schools in the Northern Territory.
This Reporting Guideline provides an elaboration on the NTCF operational policy statement that is relevant to reporting. For further detailed information regarding these policy statements refer to the NTCF 2009 Overview, pp11-13.
Purpose of reporting The purpose of reporting is to communicate information about learner progress to a wide range of stakeholders. Stakeholders include: the learner, teacher, parents/carers, school leaders and the school council i.e. the school community, the NT Board of Studies, NT Government and the wider community.
Learner achievement information is used to: � inform all key stakeholders about learners’ demonstrations of outcomes � discuss future learning pathways with learners and parent/carers � describe the progress made by learners at a particular time in respect to NTCF
Curriculum Standards (outcomes) � guide the planning of teaching and learning programs � provide meaningful information to the school community, the NT Department of
Education and Training and the NT Board of Studies as a basis for evaluating the effectiveness of educational programs and to inform future school planning and resource allocation.
NTCF Policy Statement 4 Reporting
Regularly communicate learning progress and achievement to learners, their families and the community.
NT schools will:
� provide clear information on learner progress to parents/carers - at least 1 written report per semester - A to E grades used to report on achievement and progress in English
literacy, numeracy and for areas of learning taught and assessed that semester for all learners in years 1-10 except for those learners with Education Adjustment Plans (EAPs)
- a report on all areas of learning at least once within the school year - the use of plain English;
� distribute the National Assessment Program – Literacy and Numeracy (NAPLAN) learner report to parents of participating students;
� provide opportunities for parents/carers to attend at least one formal interview within each school year; and
� provide other opportunities for informal discussions between teachers and parents/carers when requested.
2
Reporting responsibilities
Teachers � provide ongoing feedback to students so assessment is used to inform goal setting, reflection and ultimately improve learning.
� use report information to form the basis for the construction of on-going learning programs.
� provide regular, formal and informal reports on student progress.
� inform parents/carers as soon as there is any indication that their child’s achievement level, rate of progress or behaviour differs noticeably from past performance or in comparison to his/her peers.
School Leaders
� create and sustain systems that provide opportunities for parents/carers to attend at least one formal interview within each school year.
� support teachers to enable opportunities for informal discussion between teachers and parents/carers as desired.
� sustain a system of providing clear information on learner progress at least once a semester using A to E grades for learners from Year 1 to Year 9.
� establish and maintain effective partnerships between parents/carers and other stakeholders within school communities to negotiate reporting procedures that reflect the school and community context. These procedures or processes should be consistent throughout the school.
System � sustains clear reporting policy � supports NT DET schools in their management of the Curriculum
eTool generation of reports.
The place of reporting in the curriculum A good curriculum consists of the sequence of elements; intended, implemented, experienced, assessed and achieved. These should be aligned so that the intended learning is what is being assessed and what students achieve, and subsequently reported on. The diagram below represents this sequence.
The Curriculum
(NTCF Overview, p2)
3
This sequence should be considered in its entirety when planning the teaching program. Teachers should also refer to the Learning Management Questions (refer 2009 NTCF Overview, pp14-15) to ensure that the learning design process enables learners to achieve the intended outcomes.
Linking reporting and assessment Reporting is the description of a teacher’s summative judgement of a learner’s achievement. This is based on recorded evidence that teachers have gathered within the teaching and learning cycle. It should accurately reflect what learners know (declarative knowledge) and how they apply or use that understanding (procedural knowledge).
Assessment of learning and assessment for learning are both essential and should not be considered mutually exclusive in practice. However, they do have very different purposes. Assessment for learning promotes future learning by identifying learning needs and adjusting teaching appropriately. On the other hand, assessment of learning is a ‘point-in-time’ assessment which describes and labels learning and is used when reporting student achievement and progress to parents.
Consequently, the assessment process is integral to reporting student achievement. It is the quality of the evidence that enables accurate reporting. The developmental learning milestones presented as outcomes or curriculum standards at each NTCF Key Growth Point/Band/Level are broad descriptions and represent significant growth and learning. To indicate growth within these bands or levels and to identify the quality of learning, the descriptors of emerging, solid and comprehensive are used.
When making judgements regarding quality of student learning for reporting purposes, teachers should consider the three aspects of content, competence and context. These aspects assist in identifying surface to deep knowledge and understandings of the learner.
The descriptors of emerging, solid and comprehensive are considered within the aspects of content, competence and context and used when assessing a range of student evidence of learning to determine quality of learning. Multiple samples of learning across a range of contexts must be used to make an on-balance judgement for reporting purposes
Refer to the Assessment Guidelines for detailed information regarding determining quality of learning and growth within a band/level.
The Curriculum eTool is the NT Curriculum Module within SAMs and is provided by the NT Department of Education and Training for use by government schools to electronically record and thereby monitor student achievement and generate NT standardised reports.
Learning Management Questions
The following flow chart demonstrates the sequence asequence of curriculum elementscurriculum), assessment (assessed curriculum), recording of student learning (achieved curriculum) and the final stage of reporting (reported
Ways of reporting
Effective reporting uses a range of formal and informal, oral and written communication strategies to provide parents/carers information. The reporting process should allow parents/carers to be informed about the intended learning outcomes and receive regular evidence of
Teaching, learning and assessing
The teaching program is adjusted to meet learners'needs (assessment for learning). On-going feedback provided to students to support assessment as learning.
Multiple samples of evidence of learning collected throughout and at
Student achievement determined using onjudgement. The descriptors emerging, solid and
comprehensive used to describe quality of learning.
Recording student achievement information e.g. for government schools entering data into
Formal (Areporting to parents and students.
Sequence of experienced, assessed, achieved and reported curriculum
4
The following flow chart demonstrates the sequence and relationship between the sequence of curriculum elements (refer p2). That is, the teaching program (experienced curriculum), assessment (assessed curriculum), recording of student learning (achieved curriculum) and the final stage of reporting (reported curriculum).
Effective reporting uses a range of formal and informal, oral and written communication strategies to provide parents/carers and the learner with accurate and relevant
The reporting process should allow parents/carers to be informed about the intended learning outcomes and receive regular evidence of their child’s progress.
Teaching, learning and assessing
The teaching program is adjusted to meet learners'needs (assessment for learning). going feedback provided to students to support assessment as learning.
Data Collection
Multiple samples of evidence of learning collected throughout and at end of teaching cycle.
Decision Making
Student achievement determined using on-balance judgement. The descriptors emerging, solid and
comprehensive used to describe quality of learning.
Recording
Recording student achievement information e.g. for government schools entering data into
Monitoring Module of CeTool.
Reporting
Formal (A-E reports) and informal reporting to parents and students.
Sequence of experienced, assessed, achieved and reported curriculum
nd relationship between the teaching program (experienced
curriculum), assessment (assessed curriculum), recording of student learning (achieved
Effective reporting uses a range of formal and informal, oral and written communication accurate and relevant
The reporting process should allow parents/carers to be informed about the their child’s progress.
The teaching program is adjusted to meet learners'needs (assessment for learning). going feedback provided to students to support assessment as learning.
Multiple samples of evidence of learning collected throughout and at
Sequence of experienced, assessed, achieved and reported curriculum
5
Parents, teachers and the learner should work together in partnership to help children achieve success, with parents encouraged to communicate their knowledge about their child with the teacher.
The reporting process should include the student as an active participant. Quality feedback has been identified as having a significant effect on improving student learning. Student self-evaluations and reflections, identification of aspects or areas that need improving and goal-setting to inform a plan of action for future learning contributes to effective learning. There are many ways in which teachers can communicate to parents/carers and learners regarding progress made or achievement. Reports can be formal, informal, oral and written and vary in frequency.
Formal interviews take the form of:
Informal reporting may occur through:
� parent/teacher interviews � information or orientation meetings
� three-way conferences – between the learner, parent/s and the teacher
� telephone and electronic communications
� a report derived from student led conferences.
� culminating performances or presentations.
� open nights/day – sharing student learning e.g. learning journeys, learning exhibitions
� parent/teacher interviews
� communication diaries – either electronic or paper based
Student portfolios are an excellent strategy or method of reporting learner achievement. Quality portfolios should include information explaining the portfolio’s purpose, annotated evidence of learning to explain outcomes that the learner is working toward, the context and description of the learning and the learner’s level of achievement in completing the task. Portfolios can be a combination of electronic and paper based, depending on the evidence of learning. Reporting standards
Reporting standards provide a frame of reference for communicating the level of student achievement to parents through a standardised judgement. It is an Australian Government legislative requirement to report learner achievement and progress using a 5-point scale (A to E achievement levels or grades) twice a year in parent friendly language.
The A to E grades are described as
A Well above expected level
B Above expected level
C At expected level
D Below expected level
E Well below expected level
The NT Reporting Standardreporting student achievement or progress to parents. determined by aligning national achievement standards (2008 NAPLAN minimum standard and mean) and NT Achievement Standards (refer p9 NTCF
A matrix (refer Appendix 1) was of the matrix is to develop understanding of the NT Reporting Standard and is not intended to be used to determine the grade for students. Students on their evidence of learning that demonstrates achievement standard e.g. Band 2 Solid for Writing
Parents should be confident in assuming tachievement is consistent with other regional moderation processes contribute to consistency in reporting student achievement.
All government schools that record and report student learning using the Curriculum eTool use a standardised template for reportthe format and content of the reportreport does allow for contextual variations and caters to individual learner needs e.g. reported progress for ESL studentthe NT Standard.
When using recording mechanisms such asAchievement Standards, national standards and the teachere.g. KGP/Band/Level at emerging, solid or comprehensiveE grade. Reporting requirements for NT DET schools learning
Preschool
• Reports appropriate to
early learning programs.
• No A to E report
required.
• Recording student learning for monitoring
and accountability can
occur through the Assessment of Student
Competencies database
and the Curriculum eTool, Monitoring
Module (optional).
6
NT Reporting Standard was developed to ensure consistency in DET reporting student achievement or progress to parents. The reporting standard was
by aligning national achievement standards (2008 NAPLAN minimum and mean) and NT Achievement Standards (refer p9 NTCF 2009
was created to visually depict this relationship.is to develop understanding of the NT Reporting Standard and is not used to determine the grade for students. Students MUST
vidence of learning that demonstrates achievement according toe.g. Band 2 Solid for Writing.
Parents should be confident in assuming that the standard used to report their child’sis consistent with other DET schools throughout the NT.
moderation processes contribute to consistency in reporting student
All government schools that record and report student learning using the Curriculum eTool use a standardised template for reporting. This allows parents to be familiar with
and content of the report, regardless of which school their child attends. report does allow for contextual variations and caters to individual learner needs e.g.
ESL students using ESL levels are not assigned a grade based on
recording mechanisms such as the Curriculum eTool or Markbtandards, national standards and the teacher’s assessment
erging, solid or comprehensive are used to determine an A to
for NT DET schools by student cohort
Transition
• No A to E report
required.
• 1 written report per
semester for English
literacy, numeracy and areas of learning taught
and assessed that
semester.
• NT Standardised Report
template can be used not
including A-E grades.
• Recording student
learning through the
Assessment of Student Competencies database
(optional) and the
Curriculum eTool,
Monitoring Module (govt schools only)
Years 1
• 1 written report per
semester for English
literacy, Mathematics and areas of learning
taught and assessed that
semester.
• All areas of learning
reported using A
within a school year.
• Recording student
learning through Curriculum eTool,
Monitoring Module or
Markbook ( govt schools
only).
• Report generated by
CeTool or other tools that
apply the NT Reporting Standard (govt schools
only)
in DET schools in The reporting standard was
by aligning national achievement standards (2008 NAPLAN minimum 2009 Overview).
this relationship. The purpose is to develop understanding of the NT Reporting Standard and is not
MUST be assessed according to the curriculum
hat the standard used to report their child’s schools throughout the NT. School and
moderation processes contribute to consistency in reporting student
All government schools that record and report student learning using the Curriculum ing. This allows parents to be familiar with
, regardless of which school their child attends. The report does allow for contextual variations and caters to individual learner needs e.g.
are not assigned a grade based on
the Curriculum eTool or Markbook, the NT ’s assessment
used to determine an A to
and areas of
Years 1 - 9
1 written report per
semester for English
literacy, Mathematics and areas of learning
taught and assessed that
All areas of learning
reported using A-E grades
within a school year.
Recording student
learning through Curriculum eTool,
Monitoring Module or
Markbook ( govt schools
Report generated by
CeTool or other tools that
apply the NT Reporting Standard (govt schools
Note: The purpose of variations in Astudents and schools to ensure effective reporting.
For example:
� Student progress in areas and pathways of learning such as LTechnology, English as a Second Language linked to the NT Reporting Standardgenerated by the CeTool is inappropriate.
� Feedback from educators determined thA-E or teacher nominated Language and Culture and EsseNTial Learnings
Where the A-E grade is determined by the teacher rather than an automatic process it is important that teachers have set prebeginning of the teaching and learning cyclemade
Year 10
• Student achievement
data recorded and stored
electronically at school.
• Student achievement
reported using A-E grade.
• Achievement of VET
competencies recorded
on DATEX as credit points at Stage One.
Students with disabilities
• Progress of student achievement
reported through the review of
Education Adjustment Plans
7
variations in A-E reporting is to reflect the diverse needs of students and schools to ensure effective reporting.
tudent progress in areas and pathways of learning such as Languages, Learning English as a Second Language and EsseNTial Learnings
the NT Reporting Standard. Consequently the application generated by the CeTool is inappropriate.
Feedback from educators determined the option of either automaticE or teacher nominated grade for the ARTS, Technology & D
ulture and EsseNTial Learnings.
E grade is determined by the teacher rather than an automatic process it is important that teachers have set pre-determined targets or goals for learning
ginning of the teaching and learning cycle. That way the grade is reflective of progress
data recorded and stored
E grade.
on DATEX as credit points
Years 11-12
• Follow reporting
guidelines determined by
SACE Board .
Years 3, 5, 7 and 9
• Provide National
Assessment Program
Literacy and Numeracy student report to parents
of participating students.
Students with disabilities
Progress of student achievement
reported through the review of
Education Adjustment Plans
A - E reporting variations
• English as a Second Language,
Languages and Learning Technology
A-E grades are assigned by the
teacher.
• Reporting the Arts, Technology &
Design and Indigenous Language &
Culture A-E grades can be either
automatically determined by the
CeTool or assigned by a teacher
against identified targets.
• Reporting EsseNTial Learnings is by
either teacher assigned A
a nominated NTCF level.
is to reflect the diverse needs of
anguages, Learning and EsseNTial Learnings should not be
. Consequently the application of an A-E grade
e option of either automatic generation of Design, Indigenous
E grade is determined by the teacher rather than an automatic process it is determined targets or goals for learning at the
. That way the grade is reflective of progress
Years 3, 5, 7 and 9
Provide National
Assessment Program -
Literacy and Numeracy student report to parents
of participating students.
E reporting variations
English as a Second Language,
Languages and Learning Technology
E grades are assigned by the
Reporting the Arts, Technology &
Design and Indigenous Language &
E grades can be either
automatically determined by the
CeTool or assigned by a teacher
against identified targets.
Reporting EsseNTial Learnings is by
either teacher assigned A-E grade or
a nominated NTCF level.
8
Appendix 1 NT Reporting Standard Matrix
Black ellipse 2008 NAPLAN Minimum Standard aligned with NTCF band for yrs 3, 5, 7 and 9.
Purple ellipse 2008 NAPLAN Australian mean aligned with NTCF band for yrs 3, 5, 7 and 9
NT Achievement Standard (p9, NTCF 2009 Overview) represented by yellow (C), light green (B) and dark green (A)
Note: Students must be assessed on their evidence of learning that demonstrates achievement according to the curriculum standard.
9
References
NT Department of Education and Training, 2009, NT Curriculum Framework Overview, NT Government Printer
NT Department of Education and Training, 2001, NT Curriculum Framework Overview, NT Government Printer
Queensland Government, Department of Education, Training and the Arts, 2009, Guidelines for Reporting Student Achievement, http://education.qld.gov.au/curriculum/framework/p-12/reporting-guidelines.html
NT Department of Education and Training, 2005, Your guide to A to E grades on school reports, NT Government Printer