Useful Resources
- ACARA (Australian Curriculum, Assessment and Reporting Authority)- ACARA website andNAPLAN information for parents and carers | NSW Governmentprovides information about NAPLAN
- NAPLAN public demonstration site allows students to see and try the types of questions in a NAPLAN test.
- NAP (National Assessment Program):NAP website provides information about NAPLAN and adjustments for students with disabilities.
Reporting
A standards-referenced approach is used to assess and report student achievement. This approach comprises 2 components:
- NSW syllabus outcomes and content describe what students are expected to learn
- how well students demonstrate achievement is described in performance standards using NESA’s Common Grade Scale(A-E).
Syllabus outcomes are used by teachers to:
- plan and develop learning and assessment opportunities in relation to content
- assess student progress and achievement in relation to intended learning
- report student progress and achievement at key points in time.
We are committed to keeping you informed about your child’s academic progress. Our reporting process includes:
- Academic Semester Reports
Issued at the end of each semester, academic semester reports provide a summary of student performance across subjects, including grades and teacher comments.
- Parent-Teacher Interviews
Scheduled twice a year, these conferences offer an opportunity for parents and teachers to discuss student progress, challenges, and strategies for support.
- Online Portals
Parents can access up-to-date information about their child’s grades and assessments through our online portals; Sentral and Class Dojo. Instructions for accessing the portal are provided at the beginning of the school year.
Assessment & Reporting
At Al Amanah College we believe assessment is integral to all teaching and learning. Students and teachers are actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self-assessment skills.
At Al Amanah College, assessments are implemented for all Key Learning Areas. Assessment is ongoing and students are provided with feedback on their learning. Assessment is linked directly to the unit outcomes for each Key Learning Area. Teachers utilise a wide range of evidence to make judgements from whilst keeping an ongoing profile of students as a record of achievement throughout the year. Types of assessment include annotated work samples, rubrics, checklists, observations, photos and anecdotal records.
Al Amanah College uses the following ‘common grade scale’ as a guide for teachers to prepare student reports.
The A to E (or equivalent) grading scale lets teachers report student achievement according to clear and consistent standards. Teachers make professional judgements as to which grade best matches the standard their students have achieved. In summary: A is the grade for extensive knowledge and understanding, B is for thorough, C is for sound, D is for basic and E is for elementary.
The Assessment Resource Center (ARC)
The Assessment Resource Centre (ARC) helps teachers to assess and report student achievement across Kindergarten to Year 12.
The ARC has been developed by the Board of Studies for teachers to use when grading students, although parents and students will also find it useful. The ARC website provides samples of student work that have been assessed against the common grade scale. This can help you to see what is expected at the end of each stage of each learning area. These work samples are used by teachers across NSW so there can be a consistent assessment of student achievement. This means that grading will be the same for student work produced in any school in NSW. To see the ARC website, go to
Assessing
The assessment of the students’ development and learning is an essential component of the curriculum which helps to inform continued development, learning and teaching.
Assessment is ongoing and helps teachers to shape high quality teaching practices and appropriate learning experiences which will develop students’ knowledge, skills and understandings and promote effective learning.
Students are observed in a variety of situations and a wide range of assessment strategies are implemented within the classroom.
Reporting
Reporting To Parents
Reporting to parents or caregivers is an essential feature of the partnership between families and schools in the education of students. It is useful to see the reporting processes as a dialogue between home and school in which teachers, students and parents share information and perceptions about the students’ learning and achievement. Teachers’ reports to parents or caregivers should provide ongoing, accurate and constructive information about a student’s achievement in each Key Learning Area. Parents are invited to speak with teachers at any time during the school year, should the need arise. In the development of home–school partnerships and parent participation plans schools establish many contexts for informal communication and participation.
Reporting To Students
As part of the ongoing teaching and learning process, teachers at Al Amanah College provide their students with regular feedback and advice about their learning. Students need explicit information about the purposes of learning activities, the learning that is expected, and their own progress. We believe that students can also develop an understanding of their own learning by participating in the reporting processes through self-assessment, the selection of materials to include in their portfolios, and the development of their own reports.
These Include
- Teacher observation
- using representative samples of students’ work or performance to provide information about student learning
- collecting evidence of students’ understanding and thinking
- documenting learning processes of groups and individuals
- engaging students in reflecting on their learning
- students assessing work produced by themselves and by others
- developing clear rubrics
- identifying exemplary student work
- keeping records of test/task results
Student Progress Portfolios
Each Semester, during Parent teacher Interviews, parents are provided with their child’s Progress Portfolio. A portfolio is a planned, organised and selected set of evidence of student learning that includes informal and formal assessment records, evidence of student self-assessment, and student work samples. The Progress Portfolio is used as a continuous and sequential record of a child’s work over the school year. The student portfolio is compiled over time to show the development of student learning towards and within the curriculum framework. The aim of the portfolio is to inform parents of their child’s progress and to strengthen communication between home and school.
Parent Teacher Interviews
Formal Interviews complement written reports. Written reports, together with student work samples, provide a useful basis for discussion. At Al Amanah College, individual Parent Teacher Interviews are held twice yearly to inform parents of their child’s progress and to discuss any areas raised by the parent or teacher. Informal meetings are encouraged throughout the year if there is an area of concern, or as individual needs arise.
Assessment and Reporting
At Al Amanah College, we foster a positive and supportive learning environment by encouraging consistent practice and celebrating student efforts. We believe that assessment and reporting are fundamental parts of the learning process. They not only measure student progress and achievement at specific points in time but also inform the next steps in learning. The primary role of assessment is to identify where students are in their learning so that teaching can be adapted to target student needs, and progress can be monitored over time.
Our approach to assessment is rooted in the belief that every student can learn and succeed. We strive to establish a positive assessment culture that encourages a growth mindset, reflects individual learning styles, and promotes critical thinking skills. The assessment and reporting process is designed to be transparent and aligned with our curriculum objectives to keep you informed about your child’s academic journey.
Types of Assessments
We utilise a range of ongoing formal and informal assessments to provide a comprehensive picture of student learning:
Formative Assessments
The purpose of formative assessments is to monitor learning progress, provide ongoing timely feedback, and offer opportunities for improvement. These assessments are conducted regularly throughout the learning process. Our formative assessments include:
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- Teacher observations
- Peer assessment and self-assessment
- Collaboration activities
- Worked examples
Summative Assessments
The purpose of summative assessments is to provide evidence of student learning to inform teacher judgments about achievement in relation to the syllabus and performance standards. These occur at specific points in time, typically at the end of each term or instructional unit. Criterion-based rubrics are commonly used to evaluate student work against a set of predetermined criteria and standards, providing clear expectations and consistent feedback.
Summative Assessment Principles
- Based on syllabus content and outcomes
- Inclusive of, and accessible for, all students
- Enable students to demonstrate their learning in various ways
- Include assessment criteria to clarify what aspects of learning are being assessed
- Valid: have clear alignment between the syllabus, the assessment activity, and the assessment criteria
- Support reliability: enable consistently accurate judgments about student achievement in relation to criteria and performance standards
- Free from bias and provide evidence that accurately represents a student’s knowledge, understanding, and skills
- Enable students and teachers to use feedback effectively and reflect on the learning process
Diagnostic Assessments
The purpose of diagnostic assessments is to help teachers identify what students know and can do in different domains to support their learning. These assessments help determine which skills need to be targeted for intervention and instruction based on individual needs. Diagnostic assessments are administered three times a year: at the beginning, middle, and end of the year. They are typically conducted in small groups or one-to-one settings.
Al Amanah’s diagnostic assessments include:
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K-2 InitiaLit Screeners:
Conducted at the beginning of the learning periodand Cumulative Review (periodically to check student understanding). These tools are used within the InitiaLit reading program to evaluate foundational literacy skills:
- WARL – Year 1
- WARP- Year 2
It helps teachers understand where students are in their reading and spelling development, allowing for targeted instruction and support.
-
PAT Vocabulary Skills – Years 3 to 6:
This assessment targets students’ vocabulary knowledge, focusing on identifying synonyms for words used in context. It is designed to help teachers understand how students are developing their vocabulary skills.
-
PAT Early Years Maths – Kindergarten and Year 1
This set of assessments specifically targets young students in their early years of formal schooling. It uses tablet-based assessments to evaluate skills in areas like number, algebra, and measurement.
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PAT Maths – Year 2 to Year 6
This assessment covers a range of mathematical skills, including number, algebra, statistics, measurement, and space. It helps schools assess students’ understanding of mathematical concepts and monitor their progress in these areas.
Standardised Test- NAPLAN
- NAPLAN is part of Australia’s National Assessment Program (NAP), which monitors and reports on student achievement. NAPLAN aims to assess whether students are meeting national standards in reading, writing, language conventions, and numeracy. This standardised government tests are designed to be administered and marked in a uniform way across all schools and states, ensuring comparability of results. NAPLAN results provide valuable data to teachers and schools to help them plan and structure more appropriate and focused learning.
Key Features
Administered annually to students in Years 3, 5, 7, and 9.
Assesses literacy and numeracy skills.
Used to inform teachers, parents, and policymakers about student performance.
Provides a snapshot of student achievement against national benchmarks.
At Salamah College,we build a positive and confident attitude towards tests.It is important for parents to reassure their child that NAPLAN is just one part of their school program, and they should do their best. We familiarise students with the format and types of questions by using online practice tests in our homework and conduct NAPLAN trials in term 4 prior to the NAPLAN testing year to provide students and parents with valuable feedback.
To prepare for NAPLAN, we incorporate a stronger focus on building skills in reading, writing, and numeracy in our English and Mathematics programs:
Reading
- Encourage wide reading to improve comprehension and vocabulary
- Focus on different text types and structures
Writing
- Practice brainstorming writing topics and developing ideas.
- Focus on different writing styles (imaginative, persuasive, and informative)
- Emphasise grammar, punctuation, and spelling skills
Numeracy
- Practice problem-solving and application of mathematical concepts
- Use real-world scenarios to make learning more engaging
Disability Adjustments
- Adjustments are available for students with disabilities to ensure they can participate in NAPLAN on an equitable basis.
Adjustments should reflect the support and assistance already provided in the classroom.
Useful Resources
- ACARA (Australian Curriculum, Assessment and Reporting Authority)- ACARA websiteandNAPLAN information for parents and carers | NSW Governmentprovides information about NAPLAN
- NAPLAN public demonstration site allows students to see and try the types of questions in a NAPLAN test.
- NAP (National Assessment Program): NAP website provides information about NAPLAN and adjustments for students with disabilities.
Reporting
A standards-referenced approach is used to assess and report student achievement. This approach comprises 2 components:
- NSW syllabus outcomes and content describe what students are expected to learn
- how well students demonstrate achievement is described in performance standards using NESA’s Common Grade Scale(A-E).
Syllabus outcomes are used by teachers to:
- plan and develop learning and assessment opportunities in relation to content
- assess student progress and achievement in relation to intended learning
- report student progress and achievement at key points in time.
We are committed to keeping you informed about your child’s academic progress. Our reporting process includes:
Academic Semester Reports
Issued at the end of each semester, academic semester reports provide a summary of student performance across subjects, including grades and teacher comments.
Parent-Teacher Interviews
Scheduled twice a year, these conferences offer an opportunity for parents and teachers to discuss student progress, challenges, and strategies for support.
Online Portals
Parents can access up-to-date information about their child’s grades and assessments through our online portals; Sentral and Class Dojo. Instructions for accessing the portal are provided at the beginning of the school year.