From the Leader of Learning
Assessment and Reporting in Stages 4 & 5
Each Semester, the College publishes an academic report to parents and carers about each student’s learning outcomes. Teachers will shortly commence the reporting process.
The New South Wales Education Standards Authority (NESA) requires all schools in NSW to report on grades and reportable outcomes as part of their ongoing commitment to improving student learning outcomes. Teachers must use their professional judgment to assess their students’ work and provide an overall grade for the reporting period. This means that a student’s grade needs to be determined using a range of evidence, not just one or two formal assessments.
So, what evidence can a teacher use to make these assessments? There are a variety of sources that a teacher can draw from, including:
Learning Activities and Classroom Observations:
Teachers observe students completing classwork, homework, and assessments, noting their progress and areas where they need additional support.
Formal Assessment Tasks:
Teachers use a range of assessment tasks, including tests, essays, and projects, to gather evidence of student learning.
Student Feedback:
Teachers listen to and consider student feedback on their learning, including their strengths and areas for improvement.
Our teachers will use their professional judgement to make an overall assessment of a student’s performance based on all the evidence available.
In our Assessment Handbooks, students will have their “Semester One Grade reported based on learning activities, practicals and formal tasks for the semester.” Students were advised of this in our Start-to-School sessions at the beginning of Term 1.
The Common Grade Scale and Course Performance Descriptors
The common grade scale is a standardized NSW framework that allows teachers to evaluate student performance consistently across different schools and subjects. It ensures fairness, transparency, and reliability in the grading process, providing a shared language for teachers, students, and parents to understand and interpret grades meaningfully.
The common grade scale comprises five levels, ranging from A to E. Each level has specific criteria that help determine the appropriate grade for your daughter. These criteria are aligned with the curriculum outcomes and syllabus documents for each subject, ensuring that students are evaluated based on their progress and mastery of the subject matter and skills.
Stage 5 Mandatory History Course Performance Descriptors
In our Assessment Handbooks, each subject has a grid that details the grade scale.
I draw your attention to the word ‘typically’.
It is essential to note that the common grade scale and course performance descriptors should be utilised to determine a grade. While they provide a framework for grading, they should not overshadow the holistic understanding of your daughter’s growth and development.
Therefore, grades in the upcoming reports will not be solely based on task achievement results in formal assessment tasks; instead, teachers will make a balanced and informed assessment of a student’s performance. By doing so, they can provide a comprehensive report that reflects a student’s academic progress.
Mr Justin Hodges, Leader of Learning
This article on College life meets The Archbishop’s Charter for Catholic Schools – Charter #1, #2
