All assessment is done as per SCSA outline.
The Western Australian Curriculum and Assessment Outline is for all students from Kindergarten to Year 10 in Western Australia.
The Western Australian Curriculum and Assessment Outline:
• sets out the knowledge, understanding, skills, values and attitudes that students are expected to acquire, and guidelines for the assessment of student achievement,
• is mandated for all Western Australian students,
• provides comprehensive information that schools can use to plan student learning programs, assess student progress and report to parents.
The Australian Curriculum is being developed in phases. Some learning areas have been implemented from the Australian Curriculum, others are described in the Curriculum Framework
For Pre-primary to Year 10, the achievement standards identified within the Western Australian Curriculum and Assessment Outline describe expected achievement at each year level for each learning area.
Reporting learning area achievement using the Curriculum Framework
For those learning areas for which the Australian Curriculum is not yet available, within the Western Australian Curriculum and Assessment Outline, or has not been implemented, schools should continue to report student achievement against the Curriculum Framework using the five levels of achievement defined within the Authority’s Reporting Policy: Pre-primary to Year 10.
The Western Australian Curriculum is the Pre-primary to Year 10 curriculum that provides a coherent and comprehensive set of prescribed content and achievement standards.
You will report to your Learning Area Statements.
Assessment is the process of gathering information about students and their learning and making judgements on achievement using the data gathered. This information forms the basis of planning for future teaching and learning. Assessment is an integral part of teaching and learning.
Reporting is the process of communicating the outcomes of assessments to parents, carers and students.
We report on achievement against learning area strands that you have described in your Learning Area Statements on the following scale:
The student demonstrates excellent achievement of what is expected for this year level.
The student demonstrates high achievement of what is expected for this year level.
The student demonstrates satisfactory achievement of what is expected for this year level.
The student demonstrates limited achievement of what is expected for this year level.
The student demonstrates very low achievement of what is expected for this year level.
For those learning areas for which the Australian Curriculum is not yet available, within the Western Australian Curriculum and Assessment Outline, or has not been implemented, we will continue to report student achievement against the Curriculum Framework using the five levels of achievement described above.
Principles of Reporting
Report on student achievement against the year level achievement standards.
Assessing students against the year level achievement standard and the curriculum content is fundamental.
Students who are in extension and remediation programs need to be assessed against the same standard. Students in these programs need opportunity to access to the whole curriculum.
From 2015, teachers are required to make on-balance (A-E) judgements about student achievement, twice a year.
It’s critical to understand these judgements need to be based on what’s been taught and assessed during the reporting period.
This is about acknowledging what students know, not about consigning them to ‘lower grades’ because they haven’t been taught something.
Grades, and/or achievement descriptions need you to make on-balance judgements about student achievement – based on what’s been taught and assessed during the reporting period.
View Judging Standards resources in order to
•describe the quality of learning expected at each grade A–E
•exemplify the achievement standards at A–D.
•Ranked lists and numerical cut points require reference to the assessment pointers.
•Assign grades in relation to the achievement standard.
Grades are assigned in terms of the curriculum content taught and assessed to that point in time.
Moderate - check on the comparability of assessments.
Moderation of teacher judgements
Moderation of teacher judgements is an important component of reporting student performance. It is however useful to consider two broad purposes of moderation, Moderation for Learning and Moderation for Reporting. The two purposes of moderation are complementary and the one can be used to support the other.
Your moderation will focus on:
•developing shared understandings of the syllabus content and the achievement standards
•developing accuracy and reliability in making judgements in relation to achievement standards
•providing opportunities for teachers to compare and, if necessary, adjust judgements
•strengthening the value of teachers’ judgements
•informing the design of well-targeted teaching programs based on shared understandings of syllabus content and achievement standards.