TSL 3123

LANGUAGE ASSESSMENT
REPORTING OF
ASSESSMENT DATA

9.2.1 Purposes of reporting

We can say that the main purpose
of tests is to obtain information
concerning a particular behaviour
or characteristic. Based on
information obtained from tests,
several different types of
decisions can be made. Kubiszyn
& Borich (2000), mention eight
different types of decisions made
on the basis of information
obtained from tests.

9.2.2 Reporting methods

Student achievement progress can be reported by
comparing:
i. Norm - Referenced Assessment and Reporting
Assessing and reporting a student's achievement and
progress in comparison to other students.
ii Criterion - Referenced Assessment and Reporting
Assessing and reporting a student's achievement and
progress in comparison to predetermined criteria.
An outcomes-approach to assessment will provide
information about student achievement to enable reporting
against a standards framework.
iii An outcomes-approach
Acknowledges that students, regardless of their class or
grade, can be working towards syllabus outcomes
anywhere along the learning continuum.

Principles of effective and informative

assessment and reporting Effective and
informative assessment and reporting practice:
Has clear, direct links with outcomes
The assessment strategies employed by the teacher in the
classroom need to be directly linked to and reflect the
syllabus outcomes. Syllabus outcomes in stages will describe
the standard against which student achievement is assessed
and reported.

Is integral to teaching and learning

Effective and informative assessment practice involves
selecting strategies that are naturally derived from well
structured teaching and learning activities. These strategies
should provide information concerning student progress and
achievement that helps inform ongoing teaching and
learning as well as the diagnosis of areas of strength and
need.

Is balanced, comprehensive and varied

Is valid

Effective and informative assessment practice involves

teachers using a variety of assessment strategies that give
students multiple opportunities, in varying contexts, to
demonstrate what they know, understand and can do in
relation to the syllabus outcomes. Effective and informative
reporting of student achievement takes a number of forms
including traditional reporting, student profiles, Basic Skills
Tests, parent and student interviews, annotations on student
work, comments in workBooks, portfolios, certificates and
awards.

Assessment strategies should accurately and appropriately

assess clearly defined aspects of student achievement. If a
strategy does not accurately assess what it is designed to
assess, then its use is misleading.
Valid assessment strategies are those that reflect the actual
intention of teaching and learning activities, based on
syllabus outcomes.
Where values and attitudes are expressed in syllabus
outcomes, these too should be assessed as part of student
learning.

Is fair

Engages the learner

Values teacher judgement

Effective and informative assessment strategies

are designed to ensure equal opportunity for
success regardless of students' age, gender,
physical or other disability, culture, background
language, socio-economic status or geographic
location.

Effective and informative assessment practice is

student centred. Ideally there is a cooperative
interaction between teacher and students, and
among the students themselves.
The syllabus outcomes and the assessment
processes to be used should be made explicit to
students. Students should participate in the
negotiation of learning tasks and actively
monitor and reflect upon their achievements and
progress.

Good assessment practice involves teachers

making judgements, on the weight of
assessment evidence, about student progress
towards the achievement of outcomes.

Teachers can be confident a student

has achieved an outcome
when the student has successfully demonstrated
that outcome a number of times, and in varying
contexts.
The reliability of teacher judgement is enhanced
when teachers cooperatively develop a shared
understanding of what constitutes achievement
of an outcome. This is developed through
cooperative programming and discussing
samples of student work and achievements
within and between schools. Teacher judgement
based on well defined standards is a valuable
and rich form of student assessment.

Is time efficient and manageable

Effective and informative assessment practice is
time efficient and supports teaching and
learning by providing constructive feedback to
the teacher and student that will guide further
learning.
Teachers need to plan carefully the timing,
frequency and nature of their assessment
strategies. Good planning ensures that
assessment and reporting is manageable and
maximises the usefulness of the strategies
selected (for example, by addressing several
outcomes in one assessment task).

Recognises individual achievement

and progress Effective and informative
assessment practice acknowledges that
students are individuals who develop
differently. All students must be given
appropriate opportunities to demonstrate
achievement. Effective and informative
assessment and reporting practice is
sensitive to the self esteem and general
well-being of students, providing honest
and constructive feedback.

Involves a whole school approach

An effective and informative assessment and
reporting policy is developed through a planned and
coordinated whole school approach. Decisions about
assessment and reporting cannot be taken
independently of issues relating to curriculum, class
groupings, timetabling, programming and resource
allocation.

Values and attitudes outcomes are an important part

of learning that should be assessed and reported.
They are distinct from knowledge, understanding and
skill outcomes.

Actively involves parents

Schools and their communities are responsible for
jointly developing assessment and reporting
practices and policies according to their local needs
and expectations.
Schools should ensure full and informed participation
by parents in the continuing development and review
of the school policy on reporting processes.

Reporting of student achievement

serves a number of purposes, for a
variety of audiences. Students,
parents, teachers, other schools
and employers are potential
audiences. Schools can use
student achievement information
at a number of levels including
individual, class, grade or school.
This information helps identify
students for targeted intervention
and can inform school
improvement programs. The form
of the report must clearly serve its
intended purpose and audience.

Student achievement and progress

can be reported by comparing
students' work against a standards
framework of syllabus outcomes,
comparing their prior and current
learning achievements, or
comparing their achievements to
those of other students. Reporting
can involve a combination of these
methods. It is important for
schools and parents to explore
which methods of reporting will
provide the most meaningful and
useful information.

Conveys
meaningfu
l and
useful
informatio
n
Good reporting practice takes into
account the expectations of the
school community and system
requirements, particularly the
need for information about
standards that will enable parents
to know how their children are
progressing.

Effective and informative reporting

acknowledges that students can
be demonstrating progress and
achievement of syllabus outcomes
across stages, not just within
stages.