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Testing and assessment

 
 

At Taroom P-10 State School all teachers have a professional responsibility to ensure an “intentional approach to improving the progress of every student” is made through “employing high quality, evidence-based teaching practices focused on success for every student”. Short cycle and longitudinal data collection methods and collaborative scheduled reviews for analysis, inform quality, targeted and purposeful evidence-based teaching practices.   DET-Every Student Succeeding: State Schools’ Strategy 2014-2018

The testing and assessment schedule at Taroom P-10 State School consists of subject assessment tasks based on the Achievement Standards of the Australian Curriculum and Diagnostic Assessments including the National Assessment Program for Literacy & Numeracy (NAPLAN) and the Progressive Assessment Tests (PAT) for Spelling, Maths, Science and Reading.

Early Start Literacy and Numeracy P-2

PAT diagnostic testing occurs in Term 1, February and Term 3, August.

NAPLAN occurs for students in Years 3, 5, 7 & 9 in Term 2, May.

PM Benchmark diagnostic reading levels for Prep to Year 2 occur progressively.

Australian Curriculum school-based assessments from Prep to Year 10 occur each term.

Teachers also use weekly spelling results from Spelling Mastery Program and class programs and other forms of short-term cyclic data to measure student growth towards school targets and regional benchmarks in literacy and numeracy.  

In addition, all students are encouraged to take an interest in their learning and responsibility for their progress through setting learning goals that are reviewed each term.

Subject-based assessment tasks are designed to capture a range of information about a student’s learning within the context of the Australian Curriculum Achievement Standards. Consequently, a range and balance of assessment tasks are required to do this. These may include, various types of exams and tests, assignments, aesthetic responses, collaborative projects, oral presentations, multimedia and -modal presentations, reflective journals, demonstrations and folios of work.

In these assessments, students are given an A-E rating for each criterion, which are of equal weighting when making an overall judgment on the piece of work.

When arriving at an overall semester rating for each subject, the ratings for individual assessment pieces are collated and an overall judgement made. Folios of student work samples are verified in collaborative conversations between school leaders and teaching staff, using the A-E Standard Elaborations based on the Australian Curriculum Achievement Standards for each year level.

Teachers may use professional discretion on the final semester rating if a student has made consistently strong improvement throughout the semester, using the latest pieces of assessment to influence an overall judgement.