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Testing and assessment

Assessment at Grand Avenue State Schools involves the ongoing collection of information about what students know and can do in relation to standards specified in the Australian curriculum and the Queensland Curriculum Assessment and Reporting Framework - Essential Learnings. 

Teachers use assessment tasks that are consistent across each year level to in order to make informed judgements about student progress in relation to the year level achievement standards.   In addition, common assessment tools are used to monitor student progress across the entire year level cohort.   Formative, diagnostic and summative assessment is evident in all classrooms.  Clear targets and standards are in place, especially for literacy and numeracy development. 

Assessment pieces closely relate to classroom learning and take place as close as possible to the learning process (assessment is integral to the learning process). Assessment practices include a range of instruments and reflect the techniques of observation, consultation, focused analysis and peer and self-assessment. Assessment pieces are regularly moderated to ensure consistency.

A moderated assessment task consists of a task sheet and explicit quality performance criteria and standards easily interpreted by staff, students and caregivers. Moderation of common assessment tasks is a quality assurance process and an opportunity to enhance teacher and community confidence in results. It is evident in all year levels and is an integral part of maintaining high standards at Grand Avenue State School

Face to face reporting is offered twice annually, This occurs in  term two and at the beginning of the school year  where all teachers conduct a group class parent/caregiver meeting to discuss classroom expectations, programs and curriculum.

At Grand Avenue State School, teachers report twice a year in a written format to parents, at the end of each semester. Like all state schools we use the common student report format as legislated by the Federal Government.  Students with disabilities have their curriculum access plan reviewed twice yearly to meet their particular learning needs, with parents being involved in this process.

Understanding the report card template 

The student report card template includes:

  • Learning areas – each child’s report contains achievement information about each learning area studied. The report may also contain information about extracurricular activities.
  • Achievement codes – these codes describe your child’s overall achievement for each learning area studied against what is expected at the time of reporting.
  • In Prep a five point scale is used to report achievement in english, maths, science, history and geography.  The five point scale used is:  Applying, Making Connections, Working With, Exploring, and Becoming Aware.  Comments are used to detail achievement in the areas of Social and Personal Learning, Health and Physical Learning and Active Learning Processes.
  • In Years 1–2 the achievement ratings Very High, High, Sound, Developing, Support Required are used.
  • In Years 3–10 the achievement ratings of A, B, C, D, E are used.
  • Effort and behaviour are reported for your child against a five point scale. 
  • In Years 3-10 the effort scale is Excellent, Very Good, Satisfactory, Needs Attention and Unacceptable.
  • In Years 1-2 the effort scale is Very High, High, Sound, Developing, Support Required.
  • Written comments outline what your child has achieved and provide advice on areas for improvement.
  • The number of unexplained absences for your child is documented on the report card.

Please be assured that achieving a ‘C’ on the report card is considered a sound level of achievement. In other words, ‘C’ should be acknowledged as achieving at the level expected of an average child at this stage of schooling.

In addition the P-12 Curriculum Assessment and Reporting Framework - 2013 mandates that:

  • All year 3, 5, and 7 students sit the National Assessment Program – Literacy and Numeracy (NAPLAN) in May of each year.

The balance of systemic National and State-wide assessment and school developed assessment provides a comprehensive record of each child’s academic progress through Grand Avenue State School. Data obtained through assessment processes informs future school planning and reporting to parents on student achievement of the standards established in the Australian Curriculum and the Queensland Curriculum, Assessment and Reporting Framework.