MPPS Whole School Assessment, Data Collection and Reporting Schedule 2019

Semester One - Term One Assessment Schedule: Each assessment must inform collaborative phase planning to be used in collaborative DOTT

Engl

ish

Term

1

Kindy

PP

Y1

Y2

Y3

Y4

Y5

Y6

Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in all English modes: Speaking & Listening, Reading & Viewing and Writing & Creating. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

Ongoing monitoring against the Overview of the First Steps Map of Development to inform targeted teaching of reading

Y1 – Y6 by W4: Brightpath cold task assessment in Narrative. To be updated on Brightpath ruler by W6. *Ongoing use of Brightpath Rubrics to inform targeted teaching – (optional to upload).

Kindy By W7: Cracking the Code PA

PP start W3 complete by W6: On-Entry Literacy Screening *Teacher to send

On-Entry report home by W7

By W3: Words Their Way (WTW) Diagnostic Spelling Test

PP, Y1 & Y2 ongoing use of Letters and Sounds Tracking Booklet W4: PAT Reading ACER (Progressive Achievement Tests)

By W10: Alpha Assess Reading level (Teacher assessed)

Mat

he

mat

ics

Term

1

Kindy

PP

Y1

Y2

Y3

Y4

Y5

Y6

Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in all Mathematic Strands: Number & Algebra, Measurement & Geometry and Statistics and Probability. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

By W6: Kindy Diagnostic Maths Assessment

By W6: PP On-Entry Numeracy Screening

By W3: PAT Maths ACER (Progressive Achievement Tests)

PP, Y1 & Y2 (School Devised) By W3: Read, Write and Say Number Y3 – Y6 by W3: Read, Write & Say Numbers (Understanding)

Y1 & Y2 by W3: Y1 (Y2 SAER) Trusting the Count Task Y3 & 4 by W3: Place Value Task (Y5 & 6 SAER)

Y1 & Y2 ongoing monitoring checklist to track addition/subtraction basic facts to 20

Y3 – Y6 by W3: Westwood 1min Basic Facts – Timed * Y3 – Addition & Subtraction only

*Y1 – Y6 by W3: Calculate Diagnostic Test at level (Y1/2 & Y3 -6) - Kaye to view

Scie

nce

Term

1

Kindy

PP

Y1

Y2

Y3

Y4

Y5

Y6

Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in Science: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills in the context of Biological Science.

*From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

By W2: – PAT Science ACER (Progressive Achievement Tests)

Ongoing observations of concept & vocabulary attainment – evidence that students are increasing vocabulary

Term One, Week 3: Classroom Parent Information Meetings

1

Semester One - Term Two Assessment Schedule: Each assessment must inform collaborative phase planning to be used in collaborative DOTT

Engl

ish

Term

2

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6 Ongoing moderation of evidence in relation to the Achievement Standard, using the Judging Standards in all English modes: Speaking & Listening, Reading & Viewing and Writing & Creating. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

Ongoing monitoring against the Overview of the First Steps Map of Development to inform targeted teaching of reading

*Y1 – Y6 Ongoing use of Brightpath Rubrics to inform targeted teaching – (optional to upload)

PP – Y2 Ongoing use of Letters and Sounds Tracking Booklet

PP – mid Y2 by W10: Update Alpha Assess Reading levels (Teacher)

Mat

hs

Term

2

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6

Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in all Mathematic Strands: Number & Algebra, Measurement & Geometry and Statistics and Probability. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

Y1 – Y6 by W3: Understand Operations School Devised Task

Y 1 – Y2 ongoing monitoring checklist to track addition/subtraction basic facts to 20 (Kaye to view)

Y3 Measurement Task

Scie

nce

Term

2

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6

Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in Science: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills in the context of Chemical Science. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

Ongoing observations of concept & vocabulary attainment – evidence that students are increasing vocabulary

Term Two – Summative Reporting (See Formal Reporting to Parents Schedule below)

Scie

nce

Term

3

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6 Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in Science: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills in the context of Physical Science. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

Ongoing observations of concept & vocabulary attainment – evidence that students are increasing vocabulary Term Three, Week 8: Open Night

Semester Two- Term Three

Assessment Schedule: Each assessment must inform collaborative phase planning to be used in collaborative DOTT

Engl

ish

Term

3

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6 Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in all English modes: Speaking & Listening, Reading & Viewing and Writing & Creating. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

Ongoing monitoring against the Overview of the First Steps Map of Development to inform targeted teaching of reading

By W10: Cracking the Code PA

By W4: Brightpath hot task assessment in Narrative. To be updated on Brightpath ruler by W6 *Ongoing use of Brightpath Rubrics to inform targeted teaching – (optional to upload)

PP – Y2 ongoing use of Letters and Sounds Tracking Booklet

Oral Assessment Therapy Focus - TBC

PP – Y1 by W10: Update Alpha Assess Reading level (Teacher assessed) NB Mid Y2 onwards s/be SAER

Y1 – Y6 by W8: PAT Reading ACER (Progressive Achievement Tests)

Mat

he

mat

ics

Term

3

Kindy

PP

Y1

Y2

Y3

Y4

Y5

Y6

Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in all Mathematic Strands: Number & Algebra, Measurement & Geometry and Statistics and Probability. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

By W6: Kindy Diagnostic Maths Assessment

By W6: PP On-Entry Numeracy Screening

By W3: PAT Maths ACER (Progressive Achievement Tests)

PP, Y1 & Y2 (School Devised) By W3: Read, Write and Say Number Y3 – Y6 by W3: Read, Write & Say Numbers (Understanding)

Y1 & Y2 by W3: Y1 (Y2 SAER) Trusting the Count Task

Y3 & 4 by W3: Place Value Task (Y5 & 6 SAER)

Y1 & Y2 ongoing monitoring checklist to track addition/subtraction basic facts to 20

Y3 – Y6 by W3: Westwood 1min Basic Facts – Timed * Y3 – Addition & Subtraction only

*Y1 – Y6 by W3: Calculate Diagnostic Test at level (Y1/2 & Y3 -6) - Kaye to view

Semester Two - Term Four Assessment Schedule:

Each assessment must inform collaborative phase planning to be used in collaborative DOTT. These tasks will be also be used as handover into 2020

Engl

ish

Term

4

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6 Ongoing moderation of evidence in relation to the Achievement Standard, using the Judging Standards in all English modes: Speaking & Listening, Reading & Viewing and Writing & Creating. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

Ongoing monitoring against the Overview of the First Steps Map of Development to inform targeted teaching of reading

*Ongoing use of Brightpath Rubrics to inform targeted teaching – (optional to upload)

PP – Y1 by W10: Update Alpha Assess Reading level (Teacher assessed) NB Mid Y2 onwards s/be SAER

PP – Y2 ongoing use of Letters and Sounds Tracking Booklet (Y3 – 6 SAER)

Mat

he

mat

ics

- Te

rm 4

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6 Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in all Mathematic Strands: Number & Algebra, Measurement & Geometry and Statistics and Probability. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

Y1 – Y6 by W3: Understand Operations School Devised Task

Y1 – Y6 ongoing monitoring checklist to track addition/subtraction basic facts to 20 (Kaye to view)

Scie

nce

Term

4

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6 Ongoing collection of evidence in relation to the Achievement Standard, using the Judging Standards in Science: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills in the context of Earth & Space Science. *From moderation sessions using the judging standard, Teachers are to provide individual students with feedback on their learning, set goals and use student achievement for future planning.

PP – Y6 ongoing observations of concept & vocabulary attainment – evidence that students are increasing vocabulary Y3 – Y6 by W8: – PAT Science ACER (Progressive Achievement Tests)

Term Four – Summative Reporting (See Formal Reporting to Parents Schedule below)

SAER ASSESSMENTS

NB: These assessments need to be submitted together with the SAER Identification Form for Students at Education Risk. Inclusion of dates for assessments is vital as often 6 months of intervention is required as supporting evidence.

LITE

RA

CY

Kindy PP Y1 Y2 Y3 Y4 Y5 Y6 K – Y3 Cracking the Code

PP – Y2 OnEntry PP – Y2 Letters & Sounds Tracking Booklet Y2 – Y6 Reading: Alpha Assess Reading (administered by the Teacher)

Y3 – Y6: In order of more to least complex: 1. Words Their Way (WTW) Diagnostic 2. Letters & Sounds Tracking Booklet 3. Cracking the Code PA

PP – Y6 Phonological Awareness Screening Tool

K – Y1 Oral Assessment - Therapy Focus

K – Y6 EAL/D Progress map

MA

TH Kindy PP Y1 Y2 Y3 Y4 Y5 Y6

Kindy Diagnostic Maths Assessment

Numeracy Diagnostic First Steps Screening

Liaise with Kaye Treacy & SAER Team with regard to appropriate assessment tasks for SAER.

Formal Reporting to Parents Schedule (based on PP – Y10: Teaching, Assessing and Reporting Policy - SCSA)

Assessment 5.2 - Schools will:

Monitor and assess individual student achievement, referring to the Principals of Learning, Teaching and assessment detailed within the Outline (and below listed).

Develop and administer assessments in relation to the content of the Pre-primary to Year 10 Western Australian Curriculum.

Ensure that assessments enable all students to demonstrate their knowledge, understandings and skills in relation to the year-level achievement standard.

Develop processes to support all teachers in making valid and reliable judgements.

Use data from prescribed national and statewide assessments to inform teacher judgements about student achievement.

Teachers and Principals will clearly and transparently specify how they will:

Provide individual students with feedback on their learning, (i.e. through guided groups, ongoing praise and/or intervention feedback, goal setting, visible learning in all learning areas).

Use student achievement information to plan future learning programs (i.e. collaborative phase assessment/data collation, moderation and planning).

Make judgements of student achievement in relation to the year-level achievement standard (i.e. moderation sessions in phases, across phases and across the network).

Administer prescribed national and statewide assessments.

Provide comparative student achievement (against the peer group) upon parent request.

Reporting 5:3 – Schools will:

Use plain language to report to parents/carers on the achievements of PP- Y10 students in terms of the WAC (Western Australian Curriculum). Such reports will be provided:

o Formal Reporting to Parents using a five point scale meeting the policy Standards.

o Informal provision of information throughout the year.

o Upon request by the parent/carer, information on how (their) student’s achievement compares with their peer group.

Disseminate reports from national and statewide assessments, and provide opportunity for discussion between teachers and parents/carers.

Submit S2 achievement descriptor/grades for individual PP – Y10 students to the Authority (SCSA).

Formal Reporting to Parents Schedule

WAC Semester One - 2019 Semester Two - 2019 Semester One - 2020 Semester Two - 2020

English Grade & Comment

Reading & Viewing PP - 6 Reading & Viewing PP - 6 Reading & Viewing PP - 6 Reading & Viewing PP - 6

Writing & Creating PP - 6 Writing & Creating PP - 6 Writing & Creating PP - 6 Writing & Creating PP - 6

Speaking & Listening PP- 6 Speaking & Listening PP - 6 Speaking & Listening PP- 6 Speaking & Listening PP- 6

Mathematics Grade & Comment

Number & Algebra PP – Y6 Number & Algebra PP – 6 Number & Algebra PP – 6 Number & Algebra PP – 6

Measurement & Geometry PP – Y6 Measurement & Geometry PP – 6 Measurement & Geometry PP – 6 Measurement & Geometry PP – 6

Statistics & Probability PP – Y6 Statistics & Probability PP – 6 Statistics & Probability PP – 6 Statistics & Probability PP – 6

Science Grade & Comment

Science Understanding PP - 6 Science Understanding PP - 6 Science Understanding PP - 6 Science Understanding PP - 6

Science Inquiry Skills PP - 6 Science Inquiry Skills PP - 6

Science as a Human Endeavour PP - 6 Science as a Human Endeavour PP - 6

Digital Technologies Knowledge & Understanding PP – 6 Processes and Production Skills PP - 6

Knowledge & Understanding PP – 6 Processes and Production Skills PP - 6

Design & Technologies

Context - Food & Fibre Production Knowledge & Understanding PP – Y6 Processes and Production Skills PP – Y6

Context - Knowledge & Understanding PP – Y6 Processes and Production Skills PP – Y6

Humanities and Social Sciences

History PP – 6 Geography PP – 6 History PP - 6 Geography PP - 6

Economics & Business Y5 - 6 Civics & Citizenship 3 – 6 Economics & Business 5 - 6 Civics & Citizenship 3 - 6

Health Education Personal, social and community Personal, social and community Personal, social and community Personal, social and community

Physical Education Movement and Physical Activity Movement and Physical Activity Movement and Physical Activity Movement and Physical Activity

Languages - French Understanding 3 – 6 Communicating 3 - 6

Understanding 3 – 6 Communicating 3 - 6

Understanding 3 – 6 Communicating 3 - 6

Understanding 3 – 6 Communicating 3 - 6

Arts – Music & Visual Arts

Making PP - 6 Responding PP – 6

Making PP - 6 Responding PP – 6

Making PP - 6 Responding PP – 6

Making PP - 6 Responding PP – 6

General Comments General Comments required for all reports General Comments required for all reports General Comments required for all reports General Comments required for all reports

Assessment Principles:

1. Assessment should be an integral part of Teaching and Learning Assessments should arise naturally out of the teaching and intended learning of the curriculum and syllabus. They should be carefully constructed to enable judgements to be made about students' progress in ways that contribute to ongoing learning. To do this, assessments should provide information about fine changes in student learning related to specific aspects of that learning. They should help teachers understand where students are in their learning, what they need to learn next as well as identify any misunderstandings or misconceptions that the students have. It is this fine-grained information that enables teachers to plan programs that challenge students to go beyond what they already know, understand or can do in order to build new knowledge, understandings and skills. There are myriad ways that teachers can find out where students are in their learning including one-to-one conferencing with individual students, the range of formative assessment strategies that allow teachers to check students' understandings during the course of the lesson, learning journals, exhibitions, portfolios as well as teacher-devised tests and standardised assessments. All the information teachers collect about their students should become an integral part of the planning of instructional activities. Teachers need to give careful consideration to planning for assessment as well as planning for teaching. This preparation should include planning how they will draw on their own observations and planning for summative assessments. Teachers also need to consider how they will refine their teaching programs based on the information they collect.

2. Assessment should be educative Assessment practices should be educationally sound and contribute to learning. Assessments may do this in a number of ways. Firstly, assessment activities should encourage in-depth and long-term learning. Secondly, assessments should provide feedback that assists students in learning and informs teachers' planning. Thirdly, where appropriate, assessment criteria should be made explicit to students to focus their attention on what they have to achieve and provide students with feedback about their progress. Assessment needs to be comprehensive and balanced across various domains of learning and assess knowledge and higher order cognitive skills such as problem solving and critical thinking. Assessments need to be aligned with the curriculum and use a variety of assessment strategies, on the basis of their relevance to the knowledge, skills and understanding to be assessed and the purpose of the assessment. Students need to be included in the assessment process. With expert support, students can learn to assess and evaluate their own learning in a way that further extends that learning. It is important that teachers are responsive to the unexpected ways students reveal their thinking. These opportunities can be used to extend or redirect teaching.

3. Assessment should be fair Assessment needs to take account of the diverse needs of students, to be equitable with regard to gender, disability, background language and socio-economic status and not discriminate on grounds that are irrelevant to learning. If assessments are to be fair they should provide valid information on the actual ideas, processes, products and values expected of students. A valid assessment is one that assesses what it is supposed to assess. For example, recall of facts should not be assessed if the primary purpose of the assessment is to collect information about problem solving skills. Assessments should also provide reliable indications of students' knowledge, understandings and skills and should be based on the integration of a range of types and sources of evidence.

4. Assessments should be designed to meet their specific purposes Information collected to establish where students are in their learning can be used for summative purposes (assessment of learning) and for formative purposes (assessment for learning) because it is used to inform subsequent teaching. The principles of assessment apply to all forms of assessments. Summative assessment involves assessment procedures that aim to determine students' learning at a particular time, for example when reporting against the achievement standards, after completion of a unit of work or at the end of a term or semester. The aim of the assessment is to identify students' achievement at that point in time and it is particularly important that the assessments are fair and that teacher judgements are reliable. Formative assessment involves a range of informal and formal assessment procedures used by teachers during the learning process in order to improve student attainment and to guide teaching and learning activities. It often involves qualitative feedback (rather than scores) for both students and teachers that focuses on the details of specific knowledge and skills that are being learnt. Therefore it is essential that the assessments provide fine-grained information about student performance that supports teachers to plan learning that challenges students to go beyond what they already know, understand or can do in order to build new knowledge, understandings and skills.

5. Assessment should lead to informative reporting Reporting happens at the end of a teaching cycle and should provide an accurate summary of the formative and summative assessment information collected for each student. The purpose of reporting is to provide feedback to students, parents, and teachers. The information is also valuable for school and system-wide planning. It is important that, in addition to providing an accurate synopsis of student performance, the judgements of student achievement are reliable.

6. Assessment should lead to school-wide evaluation processes Highly effective schools pay particular attention to teachers' qualitative and quantitative data and standardised test data. Teachers and school leaders need to understand current and past student achievement levels, be explicit about targets for improvement and be explicit about how progress towards those targets will be monitored. School leaders need to plan for how they will evaluate the effectiveness of school initiatives and programs. Teachers should plan for how they will reflect on and evaluate their teaching practices. This implies that schools and teachers need to be willing to identify and evaluate both the intended and unintended consequences of any initiative or program.