Years 9 and 10 Assessment Procedures
The approach to assessment underpinning the multi-disciplinary program is based on the following principles:
- The fundamental purpose of assessment is to improve student learning.
- Students need to be involved in the design of the assessment. There should be considerable scope for negotiation.
- Assessment should focus on the development of the individual learner rather than comparisons between learners.
- Assessment strategies should cater for a range of learning styles within a class and should not be limited to written tasks.
- Students should be active participants in the assessment process and be conscious of their strengths and the areas in which they need to improve.
- Assessment should inform subsequent program planning at both an individual and a whole class level.
- Real assessment is the most valuable form. For example, the Big Experience Exhibition in term 4 affords an opportunity for year 9 students to demonstrate their learning to the wider community.
Years 9 and 10 Reporting to Parents
Interim reports providing a brief summary of students’ progress are provided in terms 1 and 3. Written, detailed descriptive reports are given to parents at the end of term 2 and at the end of the school year. Parent/teacher interviews are held with form teachers in term 1 for discussions of each student’s social wellbeing and progress and in term 2 and term 3 for discussions of each student’s academic progress. Exhibitions such as after the Big Experience for year 9 students or the Year 10 Exhibition and Socratic Dialogue are part of the assessment and reporting process. Teachers are also available before and after school to discuss any matters of concern.