The purpose of reporting to parents/carers is primarily to provide information about the learning and achievement of their children.
Reporting also gives students a sense of how they are going and in what areas of the school curriculum they might need to improve.
Decisions about learning quality will depend on the students' learning of both the breadth of the intended curriculum and the depth of learning as demonstrated by their ability to independently apply that learning in a range of contexts.
The intended curriculum describes what students have been given the opportunity to learn while the standards describe how well the student has learned what was intended.
To decide on an achievement rating (five-point scale) for how well the student has demonstrated their learning, the teacher makes an on-balance judgement based on a range of rigorous and authentic assessment processes and decides on the standard that best matches the students' depth of learning.
This may involve moderation among peers to strengthen comparability of teacher judgement.
P-12 Curriculum Framework, Eduation Queensland 2008
(To be published April 2008)
The A-E Standards let teachers report student academic achievements at any point in time using description of achievement.
For reporting student achievement, a reporting statement is of necessity a summary. A level of achievement assigned to a collection of evidence uses the standards statements.
The Standard therefore represents a summative judgement of achievement standards to all the collected evidence.
(Essential Learnings and Standards: Position Paper, November 2007)
The Schools Assistance (Learning Together - Achievement Through Choice and Opportunity) Regulations 2005 now requires that for student reports for all schools (government and non-government):
The student report must include, for the subjects studied, an assessment against achievement levels or bands defined by the education authority or school, being levels or bands that:
An overall rating will be used for each learning area studied, however, schools also have the flexibility to include ratings for the organisers of that learning area. For example, in the Early Phase of Learning, whilst there will be an overall rating for English, schools may also choose to include a rating for reading, writing, listening or speaking.
For students in the later stages of the Middle Phase of Learning whilst an overall rating may be given for a specific learning area e.g. SOSE, the school may choose to provide instead separate ratings for specific subject/s areas studied e.g. History, Geography etc. The student report templates will allow schools the option of adding specific learning area subjects (e.g. Music, Drama, French) under the relevant learning area (e.g. The Arts, LOTE).
The student report templates will allow schools, which are using curriculum and organisational structures such as Rich Tasks or integrated programs, to report in specific learning areas e.g. English and the option of reporting the overall performance of the student in the Rich Task or activity. Schools are able to insert additional sections to the template to report these school specific learning areas or programs.
Reporting gives students and parents information that supports students' future learning. Reporting includes a range of formal and informal ways in which teachers and schools provide information about student learning.
The Guidelines for Reporting give schools and school sectors advice on:
Schools need to formally report student progress to parents / caregivers at least twice per school year.
(DETA: New Student Reports)
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© The State of Queensland (Department of Education, Training and the Arts) 2008.