Teachers may plan for and gather evidence about student achievement in a variety of ways at key points during, and at the end of, a unit, a term or a semester. This evidence can assist teachers in making professional judgements about a student’s progress and achievement of syllabus outcomes, and provides feedback about how students can improve their learning.
Evidence may include teacher observation, questioning, peer evaluation and self-evaluation, as well as more formalised assessment activities, such as:
- gathering a range of students’ work samples at various stages of an activity, including anecdotal records and students’ oral, written and multimedia work samples
- assessing students’ integrated use of knowledge, understanding and skills rather than discrete facts and skills used in isolation
- providing students with an opportunity to present to an identified audience (real or simulated)
- providing students with authentic and contextual learning opportunities
- analysing the quality of student responses against criteria, including rubrics
- observing students during learning activities and participation in a group activity
- evaluating student achievement across time, including student portfolios
- facilitating student discussion or conferences
- reviewing student reflections about what they have learnt and how to improve.
Teachers can use this evidence to:
- evaluate student progress in relation to the syllabus outcomes and content being addressed
- decide what needs to be taught next, and at what level of detail to assist students in their learning
- determine any adjustments to teaching, learning and assessment
- form a judgement of student achievement at key points throughout the year
- inform students, parents and subsequent teachers of a student’s progress, strengths and areas for improvement
- monitor the effectiveness of teaching and learning programs.
Recording evidence for assessment may take a variety of forms, including individual comments or notations, marks, grades, conversations, digital recordings and/or audio or visual representations. Recording evidence:
- needs to be manageable
- may be formal and/or informal
- should focus on student progress in relation to outcomes, particular strengths and areas for improvement.
Students and teachers may decide together about the evidence of learning to be gathered and how it should be recorded and organised. Students can use this information, and teacher and peer feedback, to:
- reflect on their work
- make judgements about their learning
- make decisions with their teacher about the next steps in their learning.
Teachers may gather evidence and record:
- a student’s strengths and areas for improvement for one activity
- the performance of a particular student, class, group or cohort of students, across a range of assessment activities and across a period of time.
Teachers can work collaboratively, including in the online environment, to develop a shared understanding of syllabus standards. Working collaboratively can assist teachers to:
- make consistent and comparable judgements of student achievement
- decide what to look for when determining the extent of student understanding.
Also in assessment:
- Principles of effective assessment
- Using syllabus outcomes in standards–referenced assessment
- Assessment for, as and of learning
- Adjustments for students with special education needs
- Kindergarten – Year 6 assessment strategies
- Years 7–10 assessment strategies
- Effective feedback
- Sample assessment for learning activities