Assessment and Reporting

At St Patrick's School, assessment and reporting about student progress and achievement occurs regularly throughout the school year.  Assessment and reporting processes play a strategic role in moving student learning forward.

Assessing Learning 

Why do we assess learning?

Assessing student learning is an integral part of the school classroom. It improves learning and informs teaching. It is the process through which teachers identify, gather and interpret information about student achievement and learning in order to improve, enhance and plan for further learning. 

What learning do we assess?

The New South Wales curriculum defines the knowledge, understanding and skills that students are entitled to learn each academic year for each learning area. This in turn determines the learning intentions and the success criteria that teachers plan for their students. Teachers monitor student progress for both formative and summative assessment purposes and look for opportunities to provide and receive feedback to move learning forward.

Formative assessment (Assessment for learning)

Formative assessment allows students and teachers regular opportunities to monitor learning. Students engage in a variety of embedded formative assessment tasks so teachers can ‘check in’ on student progress regularly throughout a lesson or series of lessons. Teachers use formative assessment information to provide clear and specific feedback to each student to assist them to understand what they need to do to move their learning forward.

Summative assessment (Assessment of learning)

Teachers must also make judgements about student learning against the achievement standard for summative reporting purposes. The purpose of summative assessment, or assessment of learning, is to judge the extent and quality of student learning at a point in time. Teachers use a range of assessment tools to make summative judgements about student learning including student/teacher consultation, focused analysis of work samples and teacher observation

Reporting Learning

Twice Yearly Reporting 

The purpose of twice yearly reporting is to provide parents/caregivers and students with a summary overview of achievement and progress for the current reporting period. This report summarises evidence of student learning about how the student is achieving, provides feedback about the quality of this achievement and provides direction about where to next.

Reporting involves a professional judgement made on a body of evidence about a student’s progress and achievement against the curriculum. The Year 1-6 report uses a Commonwealth Government mandated A-E reporting framework.

Our Semester 1 report will contain a General Comment written by teachers. This comment is framed around our 3 pillars;

Looking after each other 

• To live and witness our faith
• To build positive relationships
• To develop a culture of value and respect for the individual
• To promote students self confidence and willingness to accept challenges

Looking into thinking

• To apply knowledge and skills at many levels
• To develop adventurous, creative and reflective learners
• To question and reflect, investigate and problem solve

• Looking ahead to the future

  • To take responsibility for our learning
  • To develop independence, interdependence, collaboration and self motivation.
  • To promote local and global perspectives

Parents/carers will have access to Semester 1 reports on Friday June 25th. Parents/carers are welcome to email their child's teacher for a Parent Teacher Interview during Week 10; June 27th to June 30th