Assessment & Reporting at OLA Welcome. CHILDREN…. Children may be likened to a handful of flowers. At first they may seem more similar than different

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.

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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)


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.


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.


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.


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


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


What do we do in Literacy?


We use: Running Records Rubrics Checklists for reading, writing, talking and

listening skills. Observation Pre and post testing Self assessment/ reflection


What do we do inMathematics?


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