Assessment is central to all teaching and learning experiences and it is critical that all stakeholders - students, parents and teachers have as much knowledge as possible about a student's development. Assessment is designed to improve student learning, monitor effectiveness of programs and provide future directions. There needs to be a clear understanding of the reasons for assessment, what is being assessed, the criteria for success and the tools used to make consistent judgements.
Assessment and Reporting takes into account both the mandated requirements of Victorian F-10 Curriculum and the perspective of the Primary Years Programme (PYP).
Kingsville teachers strive to provide opportunities for students to construct meaning through structured inquiry, emphasising connections between subject specific knowledge and the transdisciplinary skills and themes. Transdisciplinary skills refer to social, research, communication, thinking and self management skills. These skills are not only essential for any teaching and learning within the classroom but also in life outside the school. The transdisciplinary themes provide a focus for inquiry while literacy and numeracy provide the tools. Feedback should be given to students about their progress and performance on both these areas. In addition students are assessed in the Arts, Humanities, Science, Health and Physical Education, Italian, Technologies, Critical and Creative Thinking, Ethical, Intercultural and Personal and Social Capabilities.
Why do we assess?
- to promote student learning
- to provide information about student learning
- to evaluate the effectiveness of programs
- assist teacher judgements for reporting purposes
- build a clear picture of the student and his or her interests
- identify what and how the student is thinking and learning
- assess the effectiveness of the environment on the student's learning
- extend the student's learning
Parent Teacher Conference
Parent teacher meeting conferences are conducted at the end of term one (week 7 and 8) and have a twofold purpose. They are used for the teacher to gain important information from the parents about their children. They also provide teachers with an opportunity to let parents know how their child has settled into the new class environment, discuss their successes and raise any issues. Communication of student's progress both socially and academically, should be open and ongoing and both parents and teachers can request a meeting at any time through the year.
Student Led Conferences
These conferences are conducted at the beginning of term three after the students have received their mid year reports. Student led conferences involve students sharing and discussing their work with their parents, using portfolios and other work samples. They encourage students to reflect on themselves as learners and share the responsibility of informing parents. The format of the conferences is dependent on the grade level of the students. (refer to essential agreement)
Portfolios reflect the learning journey of students and are designed to demonstrate successes, growth, thinking and reflection. Both students and teachers play a role in selecting the significant and relevant work pieces and provide a context to the learning experience. Portfolios may include self, peer and teacher assessments. Portfolios are used to facilitate discussion during student led conferences and they give parents the opportunity to share their children's learning experiences.
The PYP Exhibition
The PYP Exhibition is the culminating experience students in an International Baccalaureate PYP School. it is an extended collaborative inquiry into a real life issue and is shared and celebrated by the whole community. The transdiciplinary inquiry unites all stakeholders in an activity that encapsulates all the elements of the PYP.
The mandated Student Report Cards are sent home twice a year - at the end of term two and the end of term four. The report cards give parents a clear picture of their child's progress against expected state wide standards using an A-E rating. Main features include:
- A-E scale
- clear information about strengths and weaknesses
- an indication of progress over the previous 12 months
- student reflection
Indicators of progress are points on learning continuum that highlight critical understandings required by students in order to progress towards the standards. Transdisciplinary skills, attributes of the Learner Profile and Attitudes are reflected in the teachers' comments as well as the students' self reflection.