Assessment and Reporting Policy

Policy

DOCUMENT DETAILS

Document Owner	Office of the Director
Approval Date	26 July 2016
Release Date	17 August 2016
Compliance Date	01 February 2017
Review Date	01 June 2023
Updated	01 November 2022
Version History
Reviewed 15 January 2020	Revised CEDoW Best Start Kindergarten Assessment Procedure (Section 1) New CEDoW Case Collaboration Procedure replacing CEDoW MSPEC Procedure (2.3) Literacy and Numeracy Learning Progressions replacing Literacy and Numeracy Continua (2.6, 2.7) New Expectation relating to PAT Assessments consistent with CEDoW Literacy and Numeracy Policy (3.5) New Expectations relating to assessment for, of and as learning (4.2.2.1, 4.3.2.1) New Expectation relating to Preliminary assessment program inclusive of weightings (4.3.1) Expectations providing greater clarity about reporting of marks and ranks (9.2, 9.3)
Amended 01 November 2022	Removed expectation relating to Religious Literacy Assessment reports (7.2)

INTRODUCTION AND Context

INTRODUCTION

Education Policy in Catholic Education Diocese of Wollongong (CEDoW) is developed to support the implementation of consistent and comprehensive practices to guide quality Catholic learning and teaching in systemic schools in the Diocese of Wollongong.

Education Policy is developed within the context of documents and frameworks. These include:

Assessment and reporting is a critical aspect of the learning and teaching cycle. It provides students with the opportunity to demonstrate what they know and can do and to receive feedback about their achievement in order to guide their future learning. Assessment and Reporting provides important information for teachers to reflect on their pedagogical approaches and to inform the development of learning and teaching programs.

This Policy has been developed to ensure that schools and teachers meet their compliance requirements with the Catholic Education Diocese of Wollongong (CEDoW), New South Wales Education Standards Authority (NESA) and the Australian Education Act 2013.

EXPECTATIONS

It is expected that school staff will all take reasonable measures to comply with this Policy.

The Catholic Education Diocese of Wollongong (CEDoW) Assessment and Reporting Policy must be implemented in conjunction with the following policies and documents where relevant:

1 BEST START KINDERGARTEN ASSESSMENT

SCHOOLS MUST:

1.1	provide appropriate structures to ensure the effective implementation of the Best Start Kindergarten Assessment (BSKA) according to the CEDoW Best Start Kindergarten Assessment Procedure
1.2	provide Best Start Kindergarten Assessment (BSKA) feedback for all students to parents/carers according to the CEDoW Best Start Kindergarten Assessment Procedure

TEACHERS MUST:

1.3	implement Best Start Kindergarten Assessment (BSKA) according to the CEDoW Best Start Kindergarten Assessment Procedure and record the data for each Kindergarten student in the CEDoW electronic Student Information System (eSIS)
1.4	utilise the Best Start Gathering and Using Supplementary Information guide for Kindergarten students with disabilities or special needs who are withdrawn from or do not respond to some or all of the Best Start Kindergarten Assessment (BSKA) tasks according to the CEDoW Best Start Kindergarten Assessment Procedure
1.5	utilise Best Start Kindergarten Assessment (BSKA) information to support planning of learning and teaching experiences and early intervention

2 K-12 ASSESSMENT

SCHOOLS MUST:

2.1	have in place an assessment plan, indicating how students’ performance in each key learning area (KLA) in Years K-6 and in each course in Years 7-11 is assessed, monitored and recorded
2.2	develop a School Literacy and Numeracy Assessment Overview identifying the types of tools and schedule to support teaching and intervention within the context of a Response to Intervention (RTI) approach
2.3	utilise assessment as part of a Response to Intervention (RTI) approach according to the CEDoW Case Collaboration Referral Procedure
2.4	ensure that Personalised Plan (PP) for Students with Disability (SWD):
	2.4.1	include reference to adjustments for assessment
	2.4.2	utilise assessment information to determine levels of support
2.5	have in place a process for determining and approving adjustments for school-based assessment experiences

TEACHERS MUST:

2.6	monitor student achievement in Years K-10 utilising the National Literacy Learning Progression and National Numeracy Learning Progression
2.7	record student achievement in Years K-6 against the National Literacy Learning Progression and National Numeracy Learning Progression in the CEDoW electronic Student Information System (eSIS)
2.8	assess according to the School Literacy and Numeracy Assessment Overview
2.9	provide assessment for learning, assessment as learning, and assessment of learning experiences as part of learning, teaching and assessment in each key learning area (KLA) in Years K-6 and in each course in Years 7-11 according to the assessment plan
2.10	ensure all assessment experiences are standards-referenced and use syllabus outcomes and foundation/stage statements as key reference points for decisions about students’ progress and achievement
2.11	ensure assessment experiences in Religious Education in Years K-10 are informed by the CEDoW Religious Literacy Framework
2.12	provide differentiated assessment experiences to ensure all students have the opportunity to demonstrate their knowledge and skills
2.13	ensure that assessment of learning experiences include:
	2.13.1	the development of assessment criteria in Years 1-10 based on the Common Grade Scale
	2.13.2	the development of assessment criteria in the Preliminary Year based on the Common Grade Scale for Preliminary Courses
	2.13.3	the provision of feedback to students
	2.13.4	documented monitoring of students’ progress over time
	2.13.5	the use of assessment information to support programming and pedagogy
2.14	implement the adjustments for assessment as detailed in Personalised Plans (PPs) for Students with Disability (SWD)
2.15	provide assessment experiences across a range of settings for students accessing:
	2.15.1	Life Skills outcomes and content in Years 7-10 against goals identified in the Personalised Plan (PP)
	2.15.2	Life Skills courses in the Preliminary and Higher School Certificate (HSC) Years against the goals identified in the Personalised Plan (PP)
2.16	collect data using the Life Skills Outcomes Worksheet in the relevant NESA syllabus for students accessing:
	2.16.1	Life Skills outcome and content in Years 7-10
	2.16.2	Life Skills courses in the Preliminary and Higher School Certificate (HSC) Years
2.17	assess students who have been accelerated against the outcomes of the content taught for key learning areas (KLAs) in Years K-6 or courses in Years 7-10 they are undertaking

3 external assessment programs

schools MUST:

3.1	ensure protocols for administration of National Assessment Program Literacy and Numeracy (NAPLAN) (including procedures for adjustments) are followed
3.2	participate in National Assessment Program Literacy and Numeracy (NAPLAN) for students in Years 3, 5, 7 and 9
3.3	ensure protocols for administration of the CEDoW Religious Literacy Assessment Program (including procedures for adjustments) are followed
3.4	participate in the CEDoW Religious Literacy Assessment Program for students in Years 4 and 8
3.5	participate in Progressive Achievement Tests (PAT) for Reading, Grammar and Punctuation, and Mathematics for Years 1-6 according to the CEDoW PAT Schedule
3.6	participate in the National Sample Assessment Program as requested
3.7	provide all students in Years 10-12, who are yet to meet the HSC minimum standard, the opportunity to participate in NESA's Literacy and Numeracy tests

4 record of school achievement (RoSA) assessment

SCHOOLS MUST:

4.1	have assessment policies and procedures that comply with the requirements documented in the NESA Assessment Certification Examinations (ACE) website, syllabuses and Official Notices
4.2	include in their Record of School Achievement (RoSA) Stage 5 assessment policy:
	4.2.1	organisational details of the school’s assessment program for each course, giving the number and types of assessment tasks, mandatory components and weighting, and the scheduling of tasks
	4.2.2	course assessment programs that include:
		4.2.2.1	assessment experiences that include assessment for, of and as learning
		4.2.2.2	a maximum of four common tasks with mandatory weightings
	4.2.3	administrative arrangements associated with absence from an assessment task, late submission of tasks due to illness or misadventure, malpractice and invalid or unreliable tasks
	4.2.4	statements of the procedures relating to the allocation of grades based on Course Performance Descriptors in each Stage 5 Record of School Achievement (RoSA) course
	4.2.5	statements of the procedures relating to ‘N’ determinations
	4.2.6	details of the process for adjustments for Students with Disability (SWD) in accordance with the NESA Assessment Certification Examinations (ACE) website
	4.2.7	details of the procedures for the retention of annotated work samples
4.3	include in their Record of School Achievement (RoSA) Preliminary Year assessment policy:
	4.3.1	organisational details of the school’s assessment program for each course, giving the number and types of assessment tasks, mandatory components and weighting, and the scheduling of tasks
	4.3.2	course assessment programs that include:
		4.3.2.1	assessment experiences that include assessment, for, of and as learning
		4.3.2.2	a maximum of three common tasks with mandatory weightings
	4.3.3	administrative arrangements associated with absence from an assessment task, late submission of tasks due to illness or misadventure, malpractice and invalid or unreliable tasks
	4.3.4	statements of the procedures relating to the allocation of grades based on the Common Grade Scale for Preliminary Courses in each Preliminary Year Record of School Achievement (RoSA) course
	4.3.5	statements of the procedures relating to ‘N’ determinations
	4.3.6	details of the process for adjustments for Students with Disability (SWD) in accordance with the NESA Assessment Certification Examinations (ACE) website
	4.3.7	details of the procedures for the retention of annotated work samples
4.4	fulfil assessment requirements as specified in the *CEDoW Vocational Education and Training/Registered Training Organisation (VET/RTO) Policy*

TEACHERS MUST:

4.5	adhere to the school’s Record of School Achievement (RoSA) assessment policies and procedures

5 HIGHER SCHOOL CERTIFICATE (HSC) ASSESSMENT

SCHOOLS MUST:

5.1	have assessment policies and procedures that comply with the requirements documented in the NESA Assessment Certification Examinations (ACE) website, syllabuses and Official Notices
5.2	include in their HSC Year assessment policy:
	5.2.1	organisational details of the school’s assessment program for each course, giving the number and types of assessment tasks, mandatory components and weighting, and the scheduling of tasks
	5.2.2	course assessment programs that include a maximum of four common tasks
	5.2.3	processes for marking, recording and reporting student achievement in assessment tasks
	5.2.4	administrative arrangements associated with absence from an assessment task, late submission of tasks due to illness or misadventure, malpractice and invalid or unreliable tasks
	5.2.5	processes for student appeals against assessment rankings
	5.2.6	statements of the procedures relating to ‘N’ determinations
	5.2.7	processes for providing students with written advice about the school’s requirements for assessment in each course
	5.2.8	details of the process for adjustments for Students with Disability (SWD) in school-based assessments
	5.2.9	details of the process for Disability Provisions in accordance with the NESA Assessment Certification Examinations (ACE) website
5.3	fulfil assessment requirements as specified in the CEDoW Vocational Education and Training/Registered Training Organisation (VET/RTO) Policy

TEACHERS MUST:

5.4	adhere to the school’s Higher School Certificate (HSC) assessment policies and procedures

6 K-10 REPORTING

SCHOOLS MUST:

6.1	have a process for reporting student achievement
6.2	provide opportunities for professional collaboration to support consistent teacher judgements of student achievement of syllabus standards
6.3	provide written reports to parents/carers at the end of Kindergarten using the CEDoW Kindergarten Report Format in the CEDoW electronic Student Information System (eSIS)
6.4	provide written reports to parents/carers for students in Years 1-10 twice annually in plain language
6.5	collaborate with parents/carers when considering the use of a non-graded report or partially non-graded report when a graded report is deemed to be not in the best interests of the student
6.6	utilise the CEDoW Non-graded Report Format in the CEDoW electronic Student Information System (eSIS)
6.7	ensure that the Common Grade Scale is included as part of written reports
6.8	ensure that information about student attendance indicating total whole and partial absences for the reporting period is included as part of written reports
6.9	include on written reports advice about how students are developing in non-academic learning
6.10	ensure for each key learning area (KLA) in Years 1-6 or each course Years in 7-10 for each Year group a Grade Distribution list/table for each report period is made available to parents/carers on request
6.11	provide opportunities for parents/carers to discuss reports after each reporting period

TEACHERS MUST:

6.12	report student achievement in each key learning area (KLA) in Kindergarten according to the standards-referenced approach using the CEDoW Kindergarten Report Format in the CEDoW electronic Student Information System (eSIS)
6.13	make consistent on-balance judgements using evidence from a range of formal and informal assessment experiences in the determination of grades using the Common Grade Scale
6.14	report student achievement in each key learning area (KLA) in Years 1-6 according to the standards-referenced approach of the Common Grade Scale using the Stages 1-3 Report Formats in the CEDoW electronic Student Information System (eSIS)
6.15	report student achievement in each course in Years 7-10 according to the standards-referenced approach of the Common Grade Scale
6.16	report student achievement for students in Years 1-6 who are accessing outcomes below their Stage level using the Non-graded Report Format in the CEDoW electronic Student Information System (eSIS) where a collaborative decision has been made with the parent/carer
6.17	report student achievement for students in Years 7-10 who are accessing outcomes below their Stage level against the outcomes they are undertaking
6.18	utilise the content from the Life Skills Outcomes Worksheet in relevant NESA syllabuses when reporting student achievement for students accessing Life Skills outcomes and content in Years 7-10
6.19	ensure the Common Grade Scale is not used to report achievement of students accessing Life Skills outcomes and content in Years 7-10
6.20	report achievement for students who have been accelerated against the outcomes of the content taught for key learning areas (KLAs) in Years K-6 and for the courses in Years 7-10 they are undertaking

7 EXTERNAL ASSESSMENT PROGRAMS REPORTING

SCHOOLS MUST:

7.1	provide National Assessment Program Literacy and Numeracy (NAPLAN) reports for students in Years 3, 5, 7, 9 to parents/carers as directed by the NESA timeline

8 PRELIMINARY YEAR REPORTING

SCHOOLS MUST:

8.1	have a process for reporting student achievement
8.2	provide written reports to parents/carers twice annually in plain language where student achievement in each course is reported using the standards-referenced approach of the Common Grade Scale for Preliminary Courses
8.3	ensure that the Common Grade Scale for Preliminary Courses is included as part of written reports
8.4	ensure that information about student attendance indicating total whole and partial absences for the reporting period is included as part of written reports
8.5	fulfil reporting requirements as specified in the *CEDoW Vocational Education and Training/Registered Training Organisation (VET/RTO) Policy*

TEACHERS MUST:

8.6	use consistent on-balance judgements in the determination of grades according to the Common Grade Scale for Preliminary Courses
8.7	report student achievement in each course according to the standards-referenced approach of the Common Grade Scale for Preliminary Courses
8.8	utilise the content from the Life Skills Outcomes Worksheet in relevant NESA Life Skills syllabuses when reporting student achievement for students accessing Life Skills courses in the Preliminary Year
8.9	ensure the Common Grade Scale for the Preliminary Courses is not used to report achievement of students undertaking Life Skills courses in the Preliminary Year

9 HIGHER SCHOOL CERTIFICATE (HSC) YEAR REPORTING

SCHOOLS MUST:

9.1	have a process for reporting student achievement
9.2	ensure student achievement in each course is reported using written reports that:
	9.2.1	are provided twice annually in plain language, one of which must report end of course achievement
	9.2.2	include cumulative ranks, ensuring the final course rank is the rank that aligns to the mark submitted to NESA
	9.2.3	only include marks for individual tasks (if course marks are reported)
9.3	ensure that final course marks are not provided to students
9.4	ensure that information about student attendance indicating total whole and partial absences for the reporting period is included as part of written reports
9.5	fulfil reporting requirements as specified in the *CEDoW Vocational Education and Training/Registered Training Organisation (VET/RTO) Policy*

TEACHERS MUST:

9.6	report student achievement in each Higher School Certificate (HSC) course according to a standards-referenced approach
9.7	provide the cumulative rank to students throughout the course on request
9.8	ensure that final course marks are not provided to students
9.9	enter data relating to student achievement on the Profile of Student Achievement for the Higher School Certificate (HSC) through NESA Schools Online for students accessing Life Skills courses

Procedure

CEDoW Best Start Kindergarten Assessment Procedure

CEDoW Case Collaboration Referral Procedure

Implementation

ASSESSMENT AND REPORTING IMPLEMENTATION PLAN

POLICY RELEASE

The Assessment and Reporting Policy was originally released to Principals at the Principals’ Meeting 17 August 2016

The REVISED Assessment and Reporting Policy from 13 March 2020 . Schools will be advised through a Policy Update at the term 1 Principals' Business Meetings.

POLICY IMPLEMENTATION

The revised Policy includes the following changes

Revised CEDoW Best Start Kindergarten Assessment Procedure (Section 1)
New CEDoW Case Collaboration Procedure replacing CEDoW MSPEC Procedure (2.3)
Literacy and Numeracy Learning Progressions replacing Literacy and Numeracy Continua (2.6, 2.7)
New Expectation relating to PAT Assessments consistent with CEDoW Literacy and Numeracy Policy (3.5)
New Expectations relating to assessment for, of and as learning (4.2.2.1, 4.3.2.1)
New Expectation relating to Preliminary assessment program inclusive of weightings (4.3.1)
Expectations providing greater clarity about reporting of marks and ranks (9.2, 9.3)

Schools are already aware of these changes/clarifications and are required to be compliant to the revised Policy and all of the Procedures by the commencement of Term 1 2020. Schools’ compliance to the Policy expectations will occur through the CEDoW compliance processes. Additional compliance processes may be utilised if there are concerns raised about the quality of Assessment and Reporting practices at the School, CEDoW or NESA levels

POLICY MONITORING

Personnel in School Improvement Services and Catholic Life, Education and Mission Services are responsible for providing advice to the SPO: Education Policy of any further changes to compliance requirements. These requirements include those determined by Catholic Education Diocese of Wollongong, NESA or any changes to Australian or State government legislation that impacts on the Expectations of the Policy or Procedures.

A formal evaluation process of the Assessment and Reporting Policy and Procedures will be conducted in September 2022.

POLICY PUBLICATION

The Assessment and Reporting Policy and Procedures is published on the CEDoW website under Policy. The Policy is in an interactive mode and all previous paper versions of the Policy should be destroyed. The Senior Professional Officer: Education Policy has responsibility for ensuring the Policy’s version currency and accuracy and Version history.

Schools should contact the Senior Professional Officer: Education Policy for any clarifications regarding Policy and Procedures. Schools should contact the personnel in School Improvement Services or Catholic Life, Education and Mission Services for support in the implementation of any aspects of the Policy.

LEGISLATION

Australian Education Act 2013 (Cth)
https://www.legislation.gov.au/Details/C2018C00012

Education Act 1990 (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1990/8

Disability Discrimination Act 1992 (Cth)
https://www.legislation.gov.au/Details/C2018C00125

Disability Standards for Education 2005 (Cth)
https://www.legislation.gov.au/Details/F2005L00767

Standards for Registered Training Organisations (RTOs) 2015 (Cth)
https://www.legislation.gov.au/Details/F2017C00663

SUPPORT MATERIAL

POLICY SELF-ASSESSMENT

The Assessment and Reporting Policy School Self-Assessment is provided to support schools in their implementation of all Policy expectations.
Download the School Self-Assessment here [Download as a Word doc, or complete the self-assessment in Google doc format by selecting 'Open with Google Docs' then going to File > Make a Copy]

POLICY RESOURCES

A range of resources to support the implementation of this Policy is currently in development.

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DOCUMENT DETAILS

INTRODUCTION AND Context

INTRODUCTION

EXPECTATIONS

1 BEST START KINDERGARTEN ASSESSMENT

SCHOOLS MUST:

TEACHERS MUST:

2 K-12 ASSESSMENT

SCHOOLS MUST:

TEACHERS MUST:

3 external assessment programs

schools MUST:

4 record of school achievement (RoSA) assessment

SCHOOLS MUST:

TEACHERS MUST:

5 HIGHER SCHOOL CERTIFICATE (HSC) ASSESSMENT

SCHOOLS MUST:

TEACHERS MUST:

6 K-10 REPORTING

SCHOOLS MUST:

TEACHERS MUST:

7 EXTERNAL ASSESSMENT PROGRAMS REPORTING

SCHOOLS MUST:

8 PRELIMINARY YEAR REPORTING

SCHOOLS MUST:

TEACHERS MUST:

9 HIGHER SCHOOL CERTIFICATE (HSC) YEAR REPORTING

SCHOOLS MUST:

TEACHERS MUST:

Procedure

Implementation

ASSESSMENT AND REPORTING IMPLEMENTATION PLAN

POLICY RELEASE

POLICY IMPLEMENTATION

POLICY MONITORING

POLICY PUBLICATION

LEGISLATION

related LINKS

SUPPORT MATERIAL

POLICY SELF-ASSESSMENT

POLICY RESOURCES

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