Assessment and Reporting

Assessment is described as the process of gathering, analysing, interpreting, and using information about students’ progress and achievement to improve teaching and learning. Assessment plays a significant part in our education system and should strive to involve all children in knowing how successful they have been in their learning. This is an integral part of developing lifelong learning skills.

Teaching and learning in the Preparatory School continues to show many strengths. A considerable part of this is the ability to reflect modern learning pedagogy in teaching as well as through our approach to assessment. As this shift in education continues, so has our view of assessment. Visible Learning assessment practices continue to be a focus in the Preparatory School. This is where assessed information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. Assessment, teaching, and learning are inextricably linked, as each informs the other. Students feel involved in the process and can describe where they are at with their learning and what their next steps are.

Quality and timely feedback from teacher to student, student to teacher, and student to student are an important part of this. Teacher clarity formed part of the appraisal process for classroom teachers in 2022 and will continue to be an area of focus in 2023. Teacher clarity is about helping students gauge their own progress using success criteria and intentional and deliberate feedback.

There are five essential practices for teacher clarity that over time will result in a greater ability for students to manage their own learning. These are:

• crafting learning intentions and success criteria;

• co-constructing learning intentions and success criteria with learners;

• creating opportunities for students to respond (i.e. formative assessment);

• providing effective feedback on and for learning;

• sharing learning and progress between students and teachers.

Informal assessment opportunities such as peer and self-assessment, when added to learning conversations and more formal assessment tools allow both teacher and student to better understanding what learning has been achieved and to then set realistic goals for where to next.

e-asTTle continued to be our main tool for assessing Year 4–8 students in Reading and Writing. As well as being used for whole school cohort testing, individual teachers also used the shorter tests with small groups to inform next steps in the learning process. e-asTTle provided information to teachers, students, and parents about levels of achievement relative to the Curriculum achievement outcomes for Levels 2–6. Staff found e-asTTle to be a great tool for helping students understand their progress, and a useful way to involve parents in discussions about their children’s progress. Classes also used the e-asTTle writing rubric to self-assess their writing as part of class work. Running Records were used as one of the primary assessment tools across all levels. During Terms 3 and 4 staff learnt about and trialled use of The Code – Structured Literacy approach to teaching spelling. It includes the Phonological Assessment Screening Tool, a Scope and Sequence, Word Checks to place students on appropriate year levels, Progressions for each year level with lists that have an explanation/definition to support Explicit Teaching, a Lesson Sequence, and supporting activities. This programme gives highly detailed assessment information and forms part of a wider change to the teaching of Literacy, particularly in the early years.

The use of the Community Portal as the means to view reports was continued in 2022 and is now the accepted means for viewing and comparing student reports over time. Students received reports comprising of:

• a summary of initial testing and Curriculum Level placement (Term 1);

• individual next learning steps for key subject areas (Term 1);

• individual Key Competency related goals (Term 1);

• specialist staff assessment of skills, knowledge, and behaviour during specialist lessons (Terms 2 and 4);

• teacher comment around Key Competencies (Terms 2 and 4);

• a summary of student progress towards goals and further testing results (Terms 2 and 4).

Parents were able to access results and comments in a timely manner and discuss with teachers and students at learning conferences. Learning conferences continued to provide another forum for teachers, students, and parents to discuss learning and set goals for the future. The Preparatory School has an open-door policy and has continued to encourage parents to contact staff whenever they feel a need. Minor changes to the timing of reports for our new entrants occurred to align with changes to legislation which has meant children can only start school after their fifth birthday.

The changes to a structured Literacy approach in 2023 will necessitate a change in how we report student progress, initially in reading and spelling in the year ahead.

Student portfolios are a valued and integral part of the children’s learning and achievement, they provide a format for students to record their work, goals, and achievements, reflect on their learning, and share their learning with a wider audience.

For students in the Junior and Middle Syndicates of the Preparatory School the portfolio continued to be digital in 2022 using the online platform Seesaw. Students in Year 7 also began using this online tool to share learning with parents. Seesaw allows teachers and students to upload current examples of work, and for parents and family to view and comment.