Assessment & Reporting at OLA Welcome

CHILDREN…. Children may be likened to a handful of flowers. At first they may seem more similar than different in many respects. Place these seeds in the Earth and nourish them. As they grow and mature, their differences become marked, Some remain small and delicate while others are large and brilliant.

Some bloom early and some late. One thing they have in common: Under good conditions they all bloom and have their own beauty. Lord we ask you to help us provide the best conditions for our children. Guide us as we nurture our children to become the very best people they can be. Amen.

5 What the research tells us: Parents place a higher priority on receiving information about their children ’ s progress than any other type of information they receive from schools. The majority of parents express a degree of satisfaction with the information they currently receive, although they also believe that the process could be made more efficient. Cuttance and Stokes 2000

6 Government requirements  Written Reports to parents twice a year followed by the opportunity for a parent/ teacher interview.  Reports to be written in plain language  Students to be graded A-E against syllabus standards (Years 1-6)  Information showing comparison of student achievement against other students in their year made available to parents (Years 1-6)  Written Reports to parents twice a year followed by the opportunity for a parent/ teacher interview.  Reports to be written in plain language  Students to be graded A-E against syllabus standards (Years 1-6)  Information showing comparison of student achievement against other students in their year made available to parents (Years 1-6)

Assessment & Reporting at OLA The cycle of FORMAL reporting: Parent/ child/ teacher conferences in Terms 1 and 3. Mid Year and end of year- Reports are sent home and interviews scheduled upon request.

Assessment & Reporting at OLA The cycle of INFORMAL reporting: Can be done with Parent / Teacher ANY time throughout the year to TRACK progress.Can be done with Parent / Teacher ANY time throughout the year to TRACK progress. Sometimes initiated by the teacher, sometimes by the parent.Sometimes initiated by the teacher, sometimes by the parent. Please set up an APPOINTMENT for parent requested meetings via class teacher or front office via NOTE or PHONE CALL.Please set up an APPOINTMENT for parent requested meetings via class teacher or front office via NOTE or PHONE CALL.

Assessment & Reporting at OLA Learning is currently organised into STAGES Kindergarten - Early Stage One Year 1 & 2 - Stage One Year 3 & 4 - Stage Two Year 5 & 6 - Stage Three With the introduction of the new National Curriculum this will change.

Assessment & Reporting at OLA Each of the Stages have OUTCOMES Outcomes: Are goals that students and teachers are working towards Give the students and teachers direction for learning Are taken from the NSW BOS Syllabus Documents

Assessment & Reporting at OLA Teachers use Assessments of learning to set new paths for learning: Assessments guide their teaching and then this allows teachers to make judgements on each child ’ s learning and to inform for further learning.

Assessment Pre testing Check Lists Oral Work Running Records Observations Individual Conferencing Post Testing Maths Assessment Interview Work samples Self Evaluation Comprehension

Assessment & Reporting at OLA What do we do in Literacy?

Assessment & Reporting at OLA We use:  Running Records  Rubrics  Checklists for reading, writing, talking and listening skills.  Observation  Pre and post testing  Self assessment/ reflection

Assessment & Reporting at OLA What do we do in Mathematics? What do we do in Mathematics?

Assessment & Reporting at OLA We use:  MAI  Checklists  Pre and post tests  Rubrics  Specific Assessment tasks  Newman ’ s Prompts We use:  MAI  Checklists  Pre and post tests  Rubrics  Specific Assessment tasks  Newman ’ s Prompts

So what does E, D, C, B, A actually mean? Firstly, It is not like when you went to school. It is not formulated on a series of percentages or numerical marks. islevels of understanding can actually doIt is about levels of understanding and what a child can actually do! Firstly, It is not like when you went to school. It is not formulated on a series of percentages or numerical marks. islevels of understanding can actually doIt is about levels of understanding and what a child can actually do!

EDCBA The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills and can apply these skills. In addition, the student is able to apply this knowledge and these skills to most situations. The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

E Builds the walls with help from others. D Builds the walls of the house Places a roof on the house C Builds the walls of the house Places a roof on the house Includes doors and windows B Builds the walls of the house Places a roof on the house Includes doors and windows Includes a drive way Attaches door handles A Builds the walls of the house Places a roof on the house Includes doors and windows Includes a drive way Attaches door handles Includes landscaping and mountain views Is able to apply the principles in other situations-eg different needs, climates etc

What will the actual report look like?

CONSISTENCY

Your child ’ s effort in each of the Key Learning areas is shown on a three point scale. We believe that children achieve at different rates. They are encouraged to do their best at all times 1 - Always 2 - Usually 3 - Sometimes The Effort Scale

GradeEnglishMathematicsHSIEScience & Technology Creative and Performing Arts Personal Dev, Health and Physical Education A 2 students 3 students 2 students4 students B 3 students 5 students 3 students 6 students 5 students C 18 students 17 students 24 students 20 students 22 students 20 students D 5 students 3 students 2 students 3 students 1 students E 1 student Comparative data

Questions about E-A If my child gets the same grade at the end of year report as they did at the half yearly, does this mean they haven’t made any progress? No If my child gets an ‘A’ does this mean they have covered all the syllabus requirements for that stage of learning? No Are teachers required to allocate a percentage of As, Bs, Cs etc.. to their class of students? No

Thank you