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05/30 - Assessment and Reporting by Mind Map: 05/30 - Assessment and
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05/30 - Assessment and Reporting


Written reports

Jargon should be avoided

Scoring formats need to be easily understood

Needs to be prompt

Reporting Types

Norm Referenced

Students assessed against each other

Criterion Referenced

Now we mark assessment to criteria

Outcome Referenced

Students working towards syllabus outcomes anywhere along the learning continuum


Improve student performance

Based on kinds of learning we most value

Sets out to measure what matters most

Requires clarity of purpose, goals, standards and criteria

Sometimes appropriate to build a unit around assessment tasks

Know the syllabus documents

Needs to be valid

Clearly defined aspects of student achievement

Should reflect intentions of teaching and learning strategies

Is fair

Needs to provide equal opportunity regardless of, age, gender, physical, culture, background language, socio-economic status

is Student Centered

Ideally cooperative interaction between teacher and student

Syllabus outcomes and assessment processes should be made explicit

Should use teacher judgement

based on well defined standards

Is Time efficient and manageable

Recognises individual achievement and progress

Needs to be honest

Be sensitive to self-esteem

Involves a whole school approach

Actively involves parents

Conveys Meaningful and useful information

Audiences, Parents, Teachers, Students, Other schools

Involves feedback and reflection

Will work in primary schools

Works best when it is ongoing and episodic

Linked series of activities

Formative Assessment

Assessment for learning

Informs teacher of immediate intended learning outcomes

Summative Assessment

Assessment Planning

Good mix of formative and summative

Reflection on what constitutes good classroom assessment

Knowledge of national testing

Assessment Programs


Commenced in 2008

Year 3,5,7,9

Testing, Reading, writing, Language Conventions, Spelling, Grammar, Punctuation, Numeracy

Scales, Reported using 5 scales, Year 3, Bands 1 - 6, 2 minimum, Year 5, Band 3 to 8, 4 minimum, Year 7, Band 4 to 9, 5 minimum, Year 9, Band 5 to 10, 6 minimum

Best Start

Teachers identify literacy and numeracy skills in kindergarten

At the beginning of the year, 1st week


Are optional

Student led conferences during interviews


Schedule for early numbers assessment

NSW Reporting

A to E reporting format