Académique Documents
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can describe the goals or performance requirements of what they are doing
can describe the criteria by which their work will be assessed
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are involved in self and peer assessments based on established criteria and use these criteria to guide
and revise their learning
set relevant goals based on feedback.
plan for learning and revise plans based on evidence of learning that has/is taking place
base their teaching on learning outcomes rather than teaching activities
have high expectations of students
use a differentiated learning approach to respond to students needs, strengths and ways of learning
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We will provide training, resources and encouragement to enable teachers to fulfill this role.
Develop curriculum documentation with clearly articulated learning goals that is reviewed/updated
regularly
Develop scope and sequences for developmentally appropriate, continuous learning in each subject
area
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Require beginning, mid- and end-of year data on student achievement to continuously assess
improvement in learning to date and plan for future improvement
Prioritise, and set clear targets for, improvements in learning in our annual School Improvement Plans
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Hire teaching staff that share our passion for learning, articulate expectations, and focus performance
management on their impact on students learning.
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Teachers will:
Distinguish between three types of learning ; knowledge (know about), skills (be able to) and
understanding (K,S,U)
Assess as appropriate the three types of learning e,g, knowledge through tests & quizzes and skills
through observation and rubrics, and understanding through time, space and reflection to
demonstrate understanding.
Use specific learning advice and oral and written feedback which identifies strengths and next steps
for improvement in learning
Promote student involvement in self-assessment
Act on insights gained to inform curricular targets
Analyse achievement data at the individual and classroom level.
Students will:
Know what to do to improve
Know what standards are required
Know what has been achieved against known success criteria and what to do next
Gain confidence, motivation and self-esteem as a learner
Increase their awareness and understanding of their own learning style(s) and of how they learn best
Improve their own self-evaluation skills
Make progress
Leaders will:
Monitor the quality of teacher assessment
Make arrangements to monitor the progress of individual students and diverse student groups
Analyse achievement data in most subjects across the whole school
Keep parents/caregivers informed and involved
Share assessment procedures with the community
Use assessment information to inform the schools improvement, action and development plans and
identify professional learning needs.
Students will:
Be able to self assess their learning (especially compared to his/her previous performance)
Be able to measure own learning against externally agreed criteria and standards
Have a measure of learning at specific milestones in life
Know what standards and expectations are required
Leaders will:
Ensure that there is consistency across year levels,
Monitor the delivered curricula
Provide, use and analyse data to enable external accountability and raise attainment
Keep parents/caregivers informed and involved
Use assessment information to inform the schools improvement, action and development plans and
identify professional learning needs
Monitor impact of the planned curriculum and compare performance across different subjects
Analyse data to identify groups at risk and to focus intervention on underachieving groups
Be accountable to the Board and community
Share assessment procedures with the community.
Beginning
Working Towards
Meeting Expectations
Exceeding
Skills
Unlike knowledge, which can be right or wrong, skills development is a process and therefore need
a different manner of describing achievement. Skills have to be observed in context to be effectively
assessed. Skills are assessed through provided rubrics (teacher & student), and results are to be
recorded and reported on. For skills we use:
An assessed skill level (by teacher and/or student) is against specific developmentally-appropriate
targeted skills, so. if a student at the end Year 2 is assessed as Mastering in a skill (e.g. related to
researching) that is appropriate for Year 2 (or Milepost 1), then we would expect him/her to start the
following year as Beginning for a Year 3 (or Milepost 2) skill related to researching.
Understanding
Understanding is developed, and can be evaluated by a judgement of observations carried out over
time. Activities are planned, and time given for students to reflect on their understanding. An
understanding comment will be reported on in each report card.
It is expected that all teachers will keep assessment records based on solid evidence. The IPC
provides a template which includes rubrics, class lists and details of unit and task. With other subjects,
teachers use may use other versions appropriate for storing knowledge and skills assessments.
Student Involvement/Reflection
To ensure quality learning is taking place, teachers work in close partnership with the students to
ensure that they understand the expectations and learning goals prior to undertaking work. Students
should become increasingly skilled at assessing themselves and their learning. Through assessment
tasks, students are then presented with the opportunity to reflect on their own learning, in relation to
the expectations and goals, and to accept responsibility for it. In this way, students awareness as to
the effectiveness of their own learning is heightened. Assessments are designed to allow students to
demonstrate their personal progress and achievement and to clearly identify individual strengths and
weaknesses.
Opportunities for student involvement in their own assessment will include:
At the beginning of a unit, they should be given the opportunity to reflect on what they know.
Before working on a particular skill, students should be given time to place themselves on a childspeak rubric.
Students should regularly reassess themselves before and after activities. The Looking for Learning
questions are excellent tools for this activity.
An end of unit, student reflection provides both teachers and students with valuable information.
Cautionary points:
No student should be rushed just to meet a year-end target, if it is not developmentally appropriate
for the individual.
Students achievement should not be used for competition or comparison purposes within the
classroom context.
Teachers should not be evaluated based on students achievement of year-end targets.
In the academic subjects of the English, maths and Chinese, students will have assessments
(authentic, based on actual learning in classroom, against agreed outcomes) conducted termly,
including a start-of-school baseline, and in time for report cards in Term 2 and 3. IPC is assessed in
time for Term 2 and 3 report cards. The assessment information gathered and analysed by teachers,
coordinators and the Principal will be used to inform teaching and learning needs at each juncture
throughout the year.