1. Outline
1.1. Written reports
1.2. Jargon should be avoided
1.3. Scoring formats need to be easily understood
1.4. Needs to be prompt
2. Reporting Types
2.1. Norm Referenced
2.1.1. Students assessed against each other
2.2. Criterion Referenced
2.2.1. Now we mark assessment to criteria
2.3. Outcome Referenced
2.3.1. Students working towards syllabus outcomes anywhere along the learning continuum
3. Assessment...
3.1. Improve student performance
3.1.1. Based on kinds of learning we most value
3.1.2. Sets out to measure what matters most
3.2. Requires clarity of purpose, goals, standards and criteria
3.2.1. Sometimes appropriate to build a unit around assessment tasks
3.2.2. Know the syllabus documents
3.3. Needs to be valid
3.3.1. Clearly defined aspects of student achievement
3.3.2. Should reflect intentions of teaching and learning strategies
3.4. Is fair
3.4.1. Needs to provide equal opportunity regardless of
3.4.1.1. age
3.4.1.2. gender
3.4.1.3. physical
3.4.1.4. culture
3.4.1.5. background language
3.4.1.6. socio-economic status
3.5. is Student Centered
3.5.1. Ideally cooperative interaction between teacher and student
3.5.2. Syllabus outcomes and assessment processes should be made explicit
3.6. Should use teacher judgement
3.6.1. based on well defined standards
3.7. Is Time efficient and manageable
3.8. Recognises individual achievement and progress
3.8.1. Needs to be honest
3.8.2. Be sensitive to self-esteem
3.9. Involves a whole school approach
3.10. Actively involves parents
3.11. Conveys Meaningful and useful information
3.11.1. Audiences
3.11.1.1. Parents
3.11.1.2. Teachers
3.11.1.3. Students
3.11.1.4. Other schools
3.12. Involves feedback and reflection
3.12.1. Will work in primary schools
3.13. Works best when it is ongoing and episodic
3.13.1. Linked series of activities
3.14. Formative Assessment
3.14.1. Assessment for learning
3.14.2. Informs teacher of immediate intended learning outcomes
3.15. Summative Assessment
4. Assessment Planning
4.1. Good mix of formative and summative
4.2. Reflection on what constitutes good classroom assessment
4.3. Knowledge of national testing
5. Assessment Programs
5.1. NAPLAN
5.1.1. Commenced in 2008
5.1.2. Year 3,5,7,9
5.1.3. Testing
5.1.3.1. Reading
5.1.3.2. writing
5.1.3.3. Language Conventions
5.1.3.3.1. Spelling
5.1.3.3.2. Grammar
5.1.3.3.3. Punctuation
5.1.3.4. Numeracy
5.1.4. Scales
5.1.4.1. Reported using 5 scales
5.1.4.2. Year 3
5.1.4.2.1. Bands 1 - 6
5.1.4.3. Year 5
5.1.4.3.1. Band 3 to 8
5.1.4.4. Year 7
5.1.4.4.1. Band 4 to 9
5.1.4.5. Year 9
5.1.4.5.1. Band 5 to 10
5.2. Best Start
5.2.1. Teachers identify literacy and numeracy skills in kindergarten
5.2.2. At the beginning of the year
5.2.2.1. 1st week
5.3. Portfolios
5.3.1. Are optional
5.3.2. Student led conferences during interviews
5.4. SENA
5.4.1. Schedule for early numbers assessment
5.5. NSW Reporting
5.5.1. A to E reporting format