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Assessment & Reporting at OLA
Welcome
CHILDREN….
Children may be likened to a handful of flowers.
At first they may seem more similar than different in many respects.
Place these seeds in the Earth and nourish them.
As they grow and mature, their differences become marked,Some remain small and delicate
while others are large and brilliant.
Some bloom early and some late.One thing they have in common:
Under good conditions they all bloom and have their own beauty.Lord we ask you to help us provide the best conditions
for our children. Guide us as we nurture our children to become
the very best people they can be.
Amen.
5
What the research tells us:Parents place a higher priority on receiving information about their children’s progress than any other type of information they receive from schools.The majority of parents express a degree of satisfaction with the information they currently receive, although they also believe that the process could be made more efficient.
Cuttance and Stokes 2000
6
Government requirementsWritten Reports to parents twice a
year followed by the opportunity for a parent/ teacher interview.
Reports to be written in plain language
Students to be graded A-E against syllabus standards (Years 1-6)
Information showing comparison of student achievement against other students in their year made available to parents (Years 1-6)
Assessment & Reporting at OLA
The cycle of FORMAL reporting:• Parent/ child/ teacher conferences in Terms 1
and 3.• Mid Year and end of year- Reports are sent
home and interviews scheduled upon request.
Assessment & Reporting at OLA
The cycle of INFORMAL reporting:
• Can be done with Parent / Teacher ANY time throughout the year to TRACK progress.
• Sometimes initiated by the teacher, sometimes by the parent.
• Please set up an APPOINTMENT for parent requested meetings via class teacher or front office via NOTE or PHONE CALL.
Assessment & Reporting at OLA
Learning is currently organised into STAGES
Kindergarten - Early Stage One
Year 1 & 2 - Stage One
Year 3 & 4 - Stage Two
Year 5 & 6 - Stage Three
With the introduction of the new National Curriculum this will change.
Assessment & Reporting at OLA
Each of the Stages have OUTCOMES
Outcomes:• Are goals that students and teachers are
working towards• Give the students and teachers direction for
learning• Are taken from the NSW BOS Syllabus
Documents
Assessment & Reporting at OLA
Teachers use Assessments of learning
to set new paths for learning:
• Assessments guide their teaching and then this allows teachers to make judgements on each child’s learning and to inform for further learning.
Assessment
Pre testing Check Lists
Oral Work
Running Records
ObservationsIndividual Conferencing
Post Testing
Maths Assessment Interview
Work samples
Self Evaluation
Comprehension
Assessment & Reporting at OLA
What do we do in Literacy?
Assessment & Reporting at OLA
We use: Running Records Rubrics Checklists for reading, writing, talking and
listening skills. Observation Pre and post testing Self assessment/ reflection
Assessment & Reporting at OLA
What do we do inMathematics?
Assessment & Reporting at OLA
We use: MAI Checklists Pre and post tests Rubrics Specific Assessment tasks Newman’s Prompts
So what does E, D, C, B, A actually mean?
Firstly,• It is not like when you went to school.• It is not formulated on a series of
percentages or numerical marks.
•It is about levels of understanding and what a child can actually do!
E D C B A
•The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills
The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.
The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills and can apply these skills. In addition, the student is able to apply this knowledge and these skills to most situations.
The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
•E Builds the walls with help from others.
•D Builds the walls of the house•Places a roof on the house
•C Builds the walls of the house•Places a roof on the house•Includes doors and windows
• B Builds the walls of the house•Places a roof on the house•Includes doors and windows•Includes a drive way•Attaches door handles
•A Builds the walls of the house•Places a roof on the house•Includes doors and windows•Includes a drive way•Attaches door handles•Includes landscaping and mountain views•Is able to apply the principles in other situations-eg different needs, climates etc
What will the actual report look
like?
CONSISTENCY
Your child’s effort in each of the Key Learning areas is shown on a three point scale.
We believe that children achieve at different rates. They are encouraged to do their best at all times
1 - Always2 - Usually
3 - Sometimes
The Effort Scale
Grade English Mathematics HSIE Science & Technology
Creative and Performing Arts
Personal Dev, Health and Physical Education
A 2 students
3 students
2 students 4 students
B 3students
5students
3students
6students
5 students 5 students
C 18students
17students
24 students
20 students
22 students
20 students
D 5 students
3 students
2 students
3students
1 students
E 1 student
1 student
Comparative data
Thank you