1. Assessment Practices Sacred Heart School, Thornlie

2. Assessment Assessment at Sacred Heart is: Developmental- it emphasises the ongoing learning growth of the child, rather than focusing on whether they ‘pass’ or ‘fail.’ Developmental- it emphasises the ongoing learning growth of the child, rather than focusing on whether they ‘pass’ or ‘fail.’ On-going and varied- Teachers assess using a variety and methods and for a number of different reasons. This provides teachers with rich evidence to support their judgements about student achievement. On-going and varied- Teachers assess using a variety and methods and for a number of different reasons. This provides teachers with rich evidence to support their judgements about student achievement. Different for different children- teachers recognise that students do not learn the same way and at the same pace. Different for different children- teachers recognise that students do not learn the same way and at the same pace.

3. How do teachers assess? Teachers assess in a number of ways such as anecdotal notes, checklists, rubrics, tags and observations. Teachers assess in a number of ways such as anecdotal notes, checklists, rubrics, tags and observations. Sometimes they will assess on the natural flow of learning or look for specific criteria that they have determined prior to the learning experience. Sometimes they will assess on the natural flow of learning or look for specific criteria that they have determined prior to the learning experience.

4. Assessment John Lucy~ Bobx Tony~ Kay Robin~ Mark Checklist Key: Achieved ~ Working towards X Not achieved yet. Anecdotal Note or Comment Robert has shown improvement in his ability to multiply 2 digit numbers. He no longer requires assistance to follow the correct process and has got most problems correct.

5. Assessment Tags

6. Assessment Rubrics

7. Assessment Assessment codes on rubrics and tags: Not Apparent- Working below expected class level. Not Apparent- Working below expected class level. Beginning- Beginning to work at expected class level. Beginning- Beginning to work at expected class level. Consolidating- Working at expected class level. Consolidating- Working at expected class level. Established- Working at above class level. Established- Working at above class level.

8. Assessment Parents find out about the achievement of their child through: Portfolios Portfolios Reports Reports Parent-teacher conferences Parent-teacher conferences 3-way conferences 3-way conferences Learning Journeys Learning Journeys

9. Portfolios Portfolios are - student centred. student centred. simple. simple. for parents. for parents. report progress. report progress. supported by an interaction with a parent(s). supported by an interaction with a parent(s). in ‘trial’ mode. in ‘trial’ mode. jargon free. jargon free. examples of “less is better.” examples of “less is better.”

10. Portfolios Portfolios are NOT- displaying achieved outcomes. displaying achieved outcomes. a Test book. a Test book. a collection of “best” work. a collection of “best” work. for teachers. for teachers. for the Principal. for the Principal. page after page….. page after page…..

11. Portfolios Purpose of portfolio- provide information on a student’s progress towards the achievement of an outcome. provide information on a student’s progress towards the achievement of an outcome. provide work samples for parents to view. provide work samples for parents to view. provide samples of assessment methods being used. provide samples of assessment methods being used. set up contact with home. set up contact with home.

12. Portfolios It is important to remember: Work samples provide a ‘snapshot’ of the child’s work. Work samples provide a ‘snapshot’ of the child’s work. Portfolios will contain a sample from English, Mathematics and Religious Education at least once per term. Portfolios will contain a sample from English, Mathematics and Religious Education at least once per term. The other learning areas will have at least one sample per semester. The other learning areas will have at least one sample per semester. Talk about the portfolio with your child and provide feedback. Ask them to explain what they have done and why they have done it! Talk about the portfolio with your child and provide feedback. Ask them to explain what they have done and why they have done it!

13. Portfolios Will also include examples of the student’s self evaluation and peer evaluation. Will also include examples of the student’s self evaluation and peer evaluation. This helps students take responsibility for their own learning. This helps students take responsibility for their own learning.

14. Parent-teacher conferences Can occur due to teacher or parent concerns. Can occur due to teacher or parent concerns. Allow parents and teachers to discuss the child’s progress privately. Allow parents and teachers to discuss the child’s progress privately. It is important the both parties arrange a time to meet to suit morning and after school commitments. It is important the both parties arrange a time to meet to suit morning and after school commitments.

15. 3-way conferences Advantages: The students are in control. The students are in control. The students take responsibility for their own learning. The students take responsibility for their own learning. Parents are actively involved. Parents are actively involved. Can use portfolios or other work as evidence. Can use portfolios or other work as evidence. The teacher is the observer. The teacher is the observer.

16. 3-way conferences 2 or more interviews can occur at a time, as teachers do not provide much input. 2 or more interviews can occur at a time, as teachers do not provide much input. It is important that if there are concerns they are discussed prior to or after the conference. The 3- way conference is not the time for this to be discussed. It is important that if there are concerns they are discussed prior to or after the conference. The 3- way conference is not the time for this to be discussed. The students are given an interview format and have time in class to rehearse prior to the interview. The students are given an interview format and have time in class to rehearse prior to the interview.

17. Learning Journeys Advantages The students take responsibility for their own learning and are in control. The students take responsibility for their own learning and are in control. They demonstrate the dynamic nature of learning, rather than just a finished, paper product. They demonstrate the dynamic nature of learning, rather than just a finished, paper product. Parents see first hand what the children are doing in class. Parents see first hand what the children are doing in class.

18. Learning Journeys The teacher is a facilitator rather than leading the parents and students. The teacher is a facilitator rather than leading the parents and students. It is flexible, parents can spend time with their child at their own pace. It is flexible, parents can spend time with their child at their own pace. Students love showing what they have done! Students love showing what they have done!

19. Learning Journeys Involve different stations from a variety of learning areas. Involve different stations from a variety of learning areas. Parents either see examples of work or a more actively involved in actually completing the work themselves. Parents either see examples of work or a more actively involved in actually completing the work themselves. The student acts as a guide and provides assistance if necessary. The student acts as a guide and provides assistance if necessary.