Assessment

**__Aim High Assessment and Reporting Policy__**   At Aim High assessment and reporting are seen as tools that not only measure and convey student learning but also facilitate and inform the process of teaching and learning itself. Assessment and reporting must be embedded in the curriculum and seen as the development in both students and teachers of a means of effectively communicating both achievements and needs. Students involved in the assessment and reporting of their learning are engaged in the development of valuable skills that can assist them long after they have completed their years of schooling. Aim high assumes that students are continually assessing their performance at school. If this continual assessment is not made explicit or if formal assessment practices are removed from the process of learning then students are unable to remain focussed on continually achieving the standards expected of them.
 * __Rationale__**

 Assessment and Reporting practices at Aim High will:  Implementation:  The following will be undertaken as part of the assessment and reporting of student learning at Aim High: >  
 * __Policy Statement__**
 *  Assist students to develop systems of assessing and receiving feedback from their learning activities that improve their ability to learn.
 *  Integrate teaching and learning by creating a system of efficient communication between students, teachers and parents whereby valuable feedback is provided to each party that will ensure that learning is occurring.
 *  Involve students in the process of evaluating their own learning and reinforcing the importance of continually reflecting on their progress.
 *  Avoid the potentially negative impact of assessment that is separate from the process of learning.
 *  Reinforce the skill of continual quality assurance in the process of student's learning so that it becomes a part of their approach to learning in contexts beyond the classroom and the school.
 * Teachers will be responsible for ensuring that assessment is factored into the development of all learning activities.
 * Teachers will provide adequate and detailed feedback to students on all tasks involving opportunities for students to demonstrate that learning has occurred. This applies not only to formal assessments submitted that provide summative data, but also to more informal learning activities and the drafting of assessed work.
 *  This feedback needs to include descriptors of key areas where students have demonstrated that learning has occurred, targets for future reference and specific suggestions for improvement.
 * <span style="font-family: Arial,Helvetica,sans-serif;">This feedback should include the opportunity for students to reflect on the process whereby such learning occurred.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Where teachers chose to award students with grades on assignments, or where grades are required by external assessment authorities these are to be kept separately from work returned to students and made available only on request.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Teachers are required develop an assessment and reporting calendar for each unit of study they deliver.
 * <span style="font-family: Arial,Helvetica,sans-serif;">This calendar will include strategies for assessing and reporting in the following key areas: assessment for learning, assessment as learning and assessment of learning.
 * <span style="font-family: Arial,Helvetica,sans-serif;">This calendar will detail how the teacher will assess and report on student learning at frequent stages throughout the term and year level.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The reporting generated from this assessment calendar will detail analysis of comments and feedback given about assignments, agreed areas for future learning as well as evidence of a student's response to this feedback.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> While teachers are positioned to provide professional comment and analysis on students work, attempts should be made to include a students feedback and reflection in reports about their learning
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teachers need to take into account the content of each student's individualised learning plan (see Inclusiveness policy)
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Students will be required to keep records of their progress.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> The format and medium of this is negotiated between student and teacher and flexibility is encourages so that students are able to make use of a range of options for record keeping.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Record keeping by students needs to clearly inform their individualised learning plan.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Student record keeping can take the form of portfolios of work either electronic or hard copy or diaries and blogs.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Peer and Self review needs to be an ongoing and integral factor for the assessment and reporting of student learning
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Group work should be a key component in providing opportunities for students to give and receive feedback on each others work.
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Providing opportunities for students to share with their peers, through presentations of their work is also an important way in which peer review can be facilitated.

__**<span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: transparent none repeat scroll 0% 0%;">Review **__ his policy will be reviewed by the Aim High School Council every three years. It may be brought before School Council by any member of the Council as an item for discussion at any time during this three year period. It may be revised at any time prior to the three year deadline if the majority agree

Academic Rationale Assessment References A&R Development Page