Assessment
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In Y Primary School (YPS) the Victorian Curriculum is used to develop a framework for the year with well-defined learning outcomes that are measured through a variety of rich assessment tasks. At the commencement of the school year, as a team teachers in their respective year levels set a unit pre-test to establish students’ weaknesses and strengths and then post test at the conclusion to analyse their progress. They look at what will be included in each unit and ensure that content is included in the pre-test. They use PAT testing in Reading and Numeracy, which is utilised twice a year. An assessment schedule is in place to ensure that their formal assessments are timed correctly. As a result of these pre-tests, teachers are therefore equipped with the knowledge to develop a differentiated curriculum that entails meaningful learning experiences, that challenges and allows students to experience achievement. Throughout the year the teacher revises and updates these records once further assessment takes place, therefore recording the progress and development of students, as well as allowing the teacher to recognise what areas students can increase their learning.
Formative assessment has a vital role in the development of curriculum at YPS. It occurs frequently within the classroom, as teachers there are continuously making and recording observations about student’s struggles and growth. While formal and informal assessments are taking place in the classroom, students are given ‘timely feedback that is specific to the individual student furthermore expanding their personal understanding’ (Hargreaves, 2013). This style of assessment that YPS utilises in classrooms is the most effective at meeting the key purpose of assessment as it ‘allows the teachers to monitor student progress on an ongoing basis’ (Black & Wiliam, 1998). Using this knowledge of student progress allows teachers at YPS to notice that a group of students may be struggling with a particular skill, thus the teacher is able to scale back the lesson and teach the prior knowledge required. This works conversely, showing students who may find tasks too simple, thus are not improving. Teachers are able to move students onto more challenging content. This use of informal assessment ensures that all students are experiencing success at any level, as well as heading towards their learning goals while appropriately being challenged.
At the commencement of the year, several whole school goals are set based upon the previous years NAPLAN outcomes and formative assessment results, with the primary objective of all students accomplishing a minimum of twelve months progression. Despite YPS’s notable NAPLAN results, which show scores above and substantially above the national average, YPS does not explicitly teach students to the test. Nonetheless, with the use of rich assessment tasks and differentiated curriculum the school sees strong NAPLAN results
