Assessment and Reporting PDF Print E-mail
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There have been a number of revisions to this living document during 2002. Staff should look for these changes in assessment at Year 10 and in the move to a common format for all reports in Years 11 & 12. Staff should look to the College LAN for the formats for all subjects at all levels. These changes came about through the work of many groups. I would like to acknowledge these groups:
  • Middle Sub-School Team
  • Senior Sub-School Team
  • The members of the 2002 Curriculum Committee
  • The Learning Area Coordinators
  • John Myers 2003 Curriculum Coordinator
1. PRINCIPLES OF ASSESSMENT

The College believes that all students should have access to a wide variety of challenging educational experiences and that all students should experience success at school. For the junior and middle schools, programs across all of the 8 Key Learning Areas (KLA’s) were reviewed in 1999 and 2000 to reflect the changes that occurred in the curriculum design as a result of CSFII. As a result of this review, courses were constructed around goals reflecting the CSFII outcomes.

It is intended that achievable, rigorous and challenging goals be provided for all students. In the senior school, courses are constructed to meet the requirements of the Victorian Curriculum Assessment Authority (VCAA).

Education in the College is seen as a developmental process in which cognitive, social and effective goals are pursued by staff and students working together. The style of assessment develops as students move through the College.

In general assessment and reporting procedures shall:

  • be based on the premise that all young people have the capacity to continue learning
  • take account of differences in educational, social and cultural background of students
  • contribute substantially to the provision of a caring and supportive environment for students.
  • be linked directly with questions of content selection, teaching methods, classroom organisation and school organisation so that they provide a basis for adjustment of the educational environment in the interests of improving student learning
  • improve teaching methods so that they provide for differences in pace and style of learning
  • be based upon student success in reaching achievable tasks.
  • assist students to build upon previous learning as they undertake subsequent work, with a focus on improving educational achievement
  • ensure that students are clear about what they are expected to accomplish and provide them with increasing opportunities to help determine the educational tasks that are set for them
  • avoid emphasising comparisons between students, through focussing on what students have achieved and on their developing talents and competencies

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