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Assessment-Policy Ormond Primary

This assessment policy outlines the school's approach to accurately assessing student performance against statewide standards. It aims to improve student learning by determining current performance levels and future development needs. The school is responsible for assessing student achievement using a variety of strategies, including tests, assignments, projects and statewide standardized tests. Assessment data will be used to inform classroom learning plans, identify students in need of support, and make consistent judgements about student progress. The policy establishes processes for self-assessment, working with parents, and assessing students with disabilities or for whom English is a second language.

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56 views1 page

Assessment-Policy Ormond Primary

This assessment policy outlines the school's approach to accurately assessing student performance against statewide standards. It aims to improve student learning by determining current performance levels and future development needs. The school is responsible for assessing student achievement using a variety of strategies, including tests, assignments, projects and statewide standardized tests. Assessment data will be used to inform classroom learning plans, identify students in need of support, and make consistent judgements about student progress. The policy establishes processes for self-assessment, working with parents, and assessing students with disabilities or for whom English is a second language.

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Assessment Policy

Rationale:
 Accurate and comprehensive assessment of student performance against state-
wide standards aids in establishing open communication, guides student learning,
assists in establishing future direction and helps to identify areas of exemplary
performance, as well as those areas in need of support and assistance.

Vision:
 To assess school and student performance accurately and comprehensively
against state-wide standards.
 To improve student learning by accurately determining current performance as
well as areas of future need and development.

Action:
 Schools are responsible for accurately assessing student achievement against
state-wide standards and progression points detailed within AusVELS (National
Curriculum)
 Assessment requires a mix of summative assessment of learning to determine and
report what the student has learned, formative assessment to guide future
learning and ongoing assessment to inform teacher feedback alongside student
self-assessment and reflection. Fundamentally, assessment will be used primarily
to guide future lessons and learning, rather than simply a prelude to reporting
achievement.
 The school will establish a whole-school assessment schedule for teachers which
will include a variety of assessment strategies providing multiple sources of
information about student achievement. These may include tests and
assignments, projects, portfolios, performance observations, discussions and
involvement in statewide standardised testing processes such NAPLAN and
school entry assessment tests.
 The school will develop a manageable system of keeping records that will provide
a rich mixture of observations, results, reflections and discussions.
 Teachers will use the data they collect to make judgements about, and report on,
student achievement against AusVELS.
 Staff will participate in moderation, professional development involving
assessment maps and annotated work samples so that staff can apply consistent
judgements of student progress against AusVELS standards across the school.
 The school will develop differentiated classroom learning plans that are informed
by formal and informal assessments
 Where appropriate individual learning improvement plans will be developed for
all ‘at risk’ students through consultation with students, parents and other
agencies with specific expertise.
 Self-assessments by students against defined criteria and individual learning
goals will be a feature of our assessment regime.
 The school will conduct parent forums on assessment, AusVELS and NAPLAN.
 The school will assess the achievements of students with disabilities and
impairments in the context of the AusVELS.
 Program support groups will help develop individual student profiles containing
learning goals for each student. Progress towards learning goals will be assessed
and reported by the program support group.
 Students for whom English is a second language will have their progress in
English assessed against the ESL Companion.
 This policy should be read in conjunction with the School’s ‘Reporting Policy.’

Renewal and Approval:


This policy will be reviewed as part of the school’s four-year review cycle

Ratified by School Council May 2013

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