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Testing and assessment

Assessment processes

Assessment at Moranbah East involves the ongoing collection of information about what students know (knowledge and understandings) and can do (ways of working) in relation to syllabus standards. Teachers write integrated assessment tasks within each integrated unit. In addition, a term overview of a bank of common assessment tools is used to monitor student progress across the entire year level cohort. Formative, diagnostic and summative assessment is evident in all classrooms.  Clear targets and standards are in place, especially for literacy and numeracy development. 

Assessment pieces closely relate to classroom learning and take place as close as possible to the learning process (assessment is integral to the learning process). Assessment practices include a range of instruments and reflect the techniques of observation, consultation, focused analysis and peer and self assessment.

A moderated assessment task consists of a task sheet and explicit quality performance criteria and standards easily interpreted by staff, students and parents. Moderation of common assessment tasks is a quality assurance process and an opportunity to enhance teacher and community confidence in results. It is evident in all year levels.

Face to face reporting is offered twice annually, once in term one and once more at parent request. In addition, all teachers conduct a group class parent/caregiver meeting at the start of each year to discuss classroom expectations, programs and curriculum.

Moranbah East teachers report twice a year in a written format to parents, at the end of each semester. Like all State schools we use the common student report format as legislated by the Federal Government.  Students with disabilities have their curriculum access plan reviewed twice yearly to meet their particular learning needs, with parents being involved in this process.

Understanding the report card template 

The student report card template includes:

  • Learning areas – each child’s report contains achievement information about each learning area studied. The report may also contain information about extracurricular activities.

  • Achievement codes – these codes describe your child’s overall achievement for each learning area studied against what is expected at the time of reporting.

  • In Years 1–3 the achievement ratings Very High, High, Sound, Developing, Requires Support are used.

  • In Years 4–10 the achievement ratings of A, B, C, D, E are used.

  • Effort and behaviour are reported for your child against an A–E rating.

  • Written comments outline what your child has achieved and provide advice on areas for improvement.

  • The number of unexplained absences for your child is documented on the report card.

Understanding the achievement codes

The achievement codes describe your child’s overall achievement by using a rating (e.g. ‘Very High’ for Years 1–3 or an ‘A’ for Years 4–10) and a descriptor (e.g. The student demonstrates a very high level of knowledge, skills and understanding and is able to apply them independently in a wide range of contexts) for each of the learning areas studied against what is expected at the time of reporting.

In Years 1–3, your child’s overall achievement in each of the learning areas studied over the reporting period is rated as:

Very High - The student consistently demonstrates a very high level of knowledge, skills and understanding and is able to apply them independently in a wide range of contexts.

High - The student demonstrates a high level of knowledge, skills and understanding and is able to apply them independently in most contexts.

Sound - The student demonstrates a sound level of knowledge, skills and understanding and is able to apply them in some contexts.

Developing - The student is developing knowledge, skills and understanding and is able to apply them, with support, in some contexts.

Requires Support - The student requires significant support to develop knowledge, skills and understanding.

In Years 4–10, your child’s overall achievement in each of the learning areas studied over the reporting period is rated as: 

A - The student consistently demonstrates a very high level of knowledge, skills and understanding and is able to apply them independently in a wide range of contexts.

B - The student demonstrates a high level of knowledge, skills and understanding and is able to apply them independently in most contexts.

C - The student demonstrates a sound level of knowledge, skills and understanding and is able to apply them, in some contexts.

D - The student demonstrates limited knowledge, skills and understanding and is able to apply them, with support, in some contexts.

E - The student demonstrates very limited knowledge, skills and understanding.

In addition to written comments your child’s effort and behaviour are also reported using an A–E rating:

A excellent

B very good

C satisfactory

D needs attention

E unacceptable

Please be assured that achieving a ‘c’ on the report card is considered a sound level of achievement. In other words, ‘c’ should be celebrated as achieving at the level expected of an average child at this stage of schooling.

In addition the Queensland Curriculum, Assessment and Reporting agenda mandates that:

  • All year 3 and 5 students sit the National Assessment Program – Literacy and Numeracy (NAPLAN) in May

  • All prep students are monitored using a four point developmental scale of ‘becoming aware, exploring, making connections and applying’

The balance of systemic National and State wide assessment and school developed assessment provides a comprehensive record of each child’s journey through our school. Data obtained through assessment processes informs future school planning and reporting to parents on student achievement of the standards set in the Queensland Curriculum, Assessment and Reporting Framework.