Our teachers use a variety of strategies to assess student learning. These include observing work in class and looking closely at tasks throughout the year.
Twice a year, teachers formally assess a student’s achievement based on the outcomes described in the syllabus of each subject.
As a parent or carer of a primary-aged child, you’ll receive a written report using the common grade scale in the first half of the year, usually near the end of Term 2, and again in Term 4. It gives you a clear picture of your child’s achievements – what they know and can do.
In Years 7 to 10, we use the common grade scale in reporting. In Year 11, we use the Preliminary grade scale.
Vocational Education and Training (VET) courses are assessed on achievement of competencies.
Assessments
We provide detailed information to students about what we expect from them throughout the year and how their work will be assessed. Students have a number of formal assessments throughout their schooling.
Assessment (PDF 18KB) is the process of identifying, gathering, interpreting, and recording information about students' learning progress. The purpose of assessment is to design appropriate learning programs for all students.
Assessment of student progress is critical at Fowler Road to inform students and staff about how well students are progressing and where the next step needs to be. As we focus on an outcomes-approach we acknowledge that students, regardless of class grade, can be working towards syllabus outcomes anywhere along the learning continuum.
- Best Start – a mandatory, one-to-one assessment that identifies a student’s literacy and numeracy skills at the beginning of Kindergarten.
- National Assessment Program – Literacy and Numeracy (NAPLAN) – reading, writing, language conventions (spelling, punctuation and grammar) and numeracy tests for students in Years 3, 5, 7 and 9. The Australian Curriculum, Assessment and Reporting Authority (ACARA) holds the tests in May each year. Results and student reports are released in August.
- Validation of Assessment for Learning and Individual Development (VALID) – online diagnostic science assessments for students in Year 8. Some schools also choose to sit the tests in Years 6 and 10.
- The Record of School Achievement (RoSA) is awarded to eligible students who leave school before completing their Higher School Certificate. The RoSA records a student’s grades between the end of Year 10 and when they leave school.
- The Higher School Certificate (HSC) is an internationally recognised qualification awarded to students who successfully complete Years 11 and 12 in NSW.
- Some students may apply for placement in a selective high school. For more information, visit selective high schools and opportunity classes.
Programming
The results of these more formal assessments need to appear on students' ILPs and be placed in student's files. They are also kept by teachers to inform programming (PDF 25KB) and evaluation processes.
A Behaviour Assessment is conducted by staff for all students at the beginning and end of the program. Percentage ratings are given on each student in relation to the six school rules. This is done as a staff consensus at the beginning and end of each year or when the student starts and leaves the program.
Reporting
Reporting (PDF 21KB) is the process of communicating information about student achievement and progress.
The purpose of reporting is to support teaching and learning by providing feedback to students, parents and teachers.
Students' achievement and progress can be reported by comparing:
- the student's work against a standards framework of syllabus outcomes
- the student's prior and current learning achievement
- the student's achievements with those of other students.
Homework
Homework (PDF 18KB) is especially critical at this school given that some students do not spend a whole day at school every day. Because of their behaviour, many of our students are also behind in their work and the opportunity to practise at home what they learn at school should not be missed.
Parent - teacher meetings
You will be given a formal opportunity to discuss your child's progress at a parent-teacher meeting. However, if you have any concerns, don't wait for a parent-teacher meeting. Please make an appointment to discuss these concerns as they arise with the relevant teacher.
If you need an interpreter, ask us to call the interpreter service on 13 14 50. This service is free.