Assessment and Reporting

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Assessment and Reporting


Assessment of student development, progress and achievement are linked to the beliefs and understandings expressed in our Design Principles and our Learning and Teaching Statement.  
At St Mary's assessment is ongoing and recognises, encourages and assists the learning of all students.  It also acts as a tool for the evaluation of teaching practice, school programs and procedures and to provide information for reporting.

Student learning is informed by regular assessment, both formal and informal, internal and external, occurring at the beginning of the year, throughout the school year and at the end of the year to build up a learning profile for each student. Assessment data is collected and analysed with results being used to drive each student’s learning within his or her zone of proximal development along the curriculum continuum. Learning intentions, success criteria and rubrics assist students in the identification of their own achievements and areas for future growth.

At specific points throughout the year, teachers use a range of diagnostic assessments in the key areas of English and Mathematics, as per the school's Assessment Schedules.  This enables teachers to plan and implement specific programs to address students' needs.  The review and updating of this data throughout the year also allows classroom teachers, curriculum leaders and specialist support teachers to monitor student learning and growth and provide targetted intervention or extension programs to further assist specific groups or individual students.

Student portfolios are regularly updated, reviewed and passed on from year to year to build a profile of student learning from Foundation to Year 6.


Each year, students in Year 3 and 5 are assessed in literacy and numeracy as per national requirements for NAPLAN.  This takes place in Term 2.  The literacy component includes: Reading, Writing, Spelling, Punctuation and Grammar.  The numeracy component includes: Number and Algebra; Measurement and Geometry; and Statistics and Probability.


At the completion of Semesters 1 and 2, parents receive a written report about their child's progress and achievement.  Modified reports are provided for students with Additional Learning Needs. 

There are two formalised meetings each year that provide an opportunity for parents and students to meet with teachers:  an introductory one at the start of term one and a mid-year one following the distribution of reports. Other informal opportunities to meet are encouraged throughout the year.