A&R+Development+Page

In a few lines this is what I have come up with in terms of requirements for schhool assesment policy:
 * 1) There is not much out there in terms of assesment "policy" from Victorian authorities.
 * 2) schools should assess what they say they are assessing. So VELS -> assess within the requirements of that framework, i.e. Progression points (still need to look into this) VCE etc. There are obviously core requirements.
 * 3) assesment should not impede learning
 * 4) most policies,research and other documents speak of the diff between assessment "for", "of" and "as" learning
 * 5) requirements would suggest a focus on "of". Where our policy could extend is in the areas of "as learning" and "for learning"
 * 6) Self/peer assessment is a possible extension for the policy at Aim high.
 * 7) Teachers should ensure that their practices in terms of assesment and reporting promote and instill "lifelong learning". This means that students have a role to play in assessment practices and are able to formulate ways in which they can make ongoing use of assesment in their learning in school as well as after school. Learning to learn, as the Finnish would call it

This Document produced by the VCAA on English for VCE has a section on Assessment and reporting. It looks as follows: 10 Assessment and reporting SATISFACTORY COMPLETION The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specifi ed for the unit. This decision will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit. Designated assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment Authority publishes an assessment handbook that includes advice on the assessment tasks and performance descriptors for assessment for Units 3 and 4. Teachers must develop courses that provide opportunities for students to demonstrate achievement of outcomes. Examples of learning activities are provided in the Advice for Teachers section. Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional information on levels of achievement. AUTHENTICATION Work related to the outcomes will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student’s own. Teachers need to refer to the current year’s VCE and VCAL Administrative Handbook for authentication procedures. LEVELS OF ACHIEVEMENT Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators.

ENGLISH/ENGLISH AS A SECOND LANGUAGE Assessment and reporting Units 3 and 4 The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In English/ESL the student’s level of achievement will be determined by school-assessed coursework and an end-of-year examination. The Victorian Curriculum and Assessment Authority will report the student’s level of performance on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0–50. It is a measure of how well the student performed in relation to all others who took the study. Teachers should refer to the current year’s VCE and VCAL Administrative Handbook for details on graded assessment and calculation of the study score. Percentage contributions to the study score in English/ESL are as follows: • Unit 3 school-assessed coursework: 25 per cent • Unit 4 school-assessed coursework: 25 per cent • End-of-year examination: 50 per cent Details of the assessment program are described in the sections on Units 3 and 4 in this study design.

- ASSESSMENT AND REPORTING IN VICTORIAN SCHOOLS - CONSULTATION PAPER SUBMISSION FROM THE VICTORIAN COUNCIL OF SCHOOL ORGANISATIONS (VICCSO

REPORTING:- FROM DEECD on Report cards:

Student report cards must include:
 * a graphical representation that will show achievement against the expected Victorian Essential Learning Standard (VELS) during the reporting period, as well as (after one year of implementation) achievement in the preceding 12 months (i.e. where the child was placed against expected standards in their previous year of school compared to their current achievement)
 * a five-point A-E scale indicating achievement against the expected standard at the time of reporting. This scale will indicate if a child is well above, above, at, below or well below the standard expected at the time of reporting
 * a graphical representation to show a child’s work habits (effort and behaviour in class)
 * written information about what a child knows and can do, where the child may need additional support or to be extended, how the school will provide that assistance and what parents can do at home to help their child’s learning
 * student involvement in reporting through student comment and in secondary school, student identification of their own personal learning goals
 * parent involvement in reporting through parent comment
 * details of absences.

SCOPE FOR FLEX FROM DEECD: The key features detailed on the [|Mandated components of the report card format page] are mandatory. Elements that can be customized to suit schools’ needs are detailed below. On both primary school and secondary school report cards schools can choose to: On secondary report cards, schools can choose to: On primary report cards, schools can choose to:
 * add school designs and logos
 * add additional text boxes and pages
 * delete signature boxes
 * include the sections ‘what John has achieved’, ‘areas for improvement and future learning’ and ‘attendance’, but leave blank any other sections if they are formally reported on in portfolios
 * delete the section ‘What the schools will do…’ or write ‘not applicable’ in this section for any students who are moving to a new school in the following semester.
 * add a summary page as well as subject pages
 * include, for domains formally assessed by more than one teacher:
 * only the rating assigned for the domain for each subject
 * only an overall rating on a summary page
 * both the rating assigned for each subject on the relevant subject pages, and the overall rating on a summary page
 * delete the sections ‘what the school can to do to support student’s learning’ and ‘what you can do to support student’s learning’ from subject pages, if this information is provided on a summary page.


 * delete the graphic and replace A-E ratings with a different way of describing achievement against the standards for students in Prep. Schools should note, however, that scores should still be entered into the software for the purposes of reporting to the system and to generate hollow dots in the following year
 * include subject pages with or without the sections ‘what the school can to do to support student’s learning’ and ‘what you can do to support student’s learning’ as long as this information is provided on the summary page
 * include a personal learning goals page
 * delete the section ‘student comment’ for Years Prep to 2
 * delete the section ‘student comment’ if a personal learning goals page is included.

LEGISLATION:- FROM: Education and Training Reform Regulations 2007

Schedule 8 - 3 Student records A senior secondary awarding body must— (a) ensure that records of student enrolment, certification and assessment are maintained by it or by the registered provider of the accredited senior secondary course and that a copy of the record of student assessment is provided to the student on request or to a person authorised by the student to receive it; and (b) have procedures to maintain and provide student records and results to the Authority upon its request; and (c) monitor patterns of student participation and completion rates, and the quality of outcomes of students in the registered senior secondary qualification; and (d) undertake an annual analysis (that is made publicly available) of student participation and completion rates and outcomes; and (e) advise registered providers of the accredited senior secondary course and the Authority annually about patterns of participation and quality of outcomes.