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Assessement policy complete


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Assessement policy complete

  1. 1. 1 STROMLO HIGH SCHOOL YEARS 6 - 10 Badimara Street Telephone: (02) 62056166 WARAMANGA ACT 2611 Facsimile: (02) 62056135 Stromlo High School Assessment and Reporting Policy For 2013, assessment and reporting for Year 10 will continue as it has for previous years. For years 6 to 9 inclusive, please read on. Australian Curriculum Achievement Standards Students are identified with a range of prior achievement (below, at or above year level achievement). The Australian Curriculum Achievement Standards in Phase One Learning Areas is the single reference point that determines A to E Achievement. Students are to be assessed midyear as achieving towards (below, at or above) expected year level achievement, while the end of year semester report is to be summative of the year’s achievement. This requires faculties to scope and sequence the curriculum content in manageable chunks. In both cases, on-balance teacher judgment is made on evidence of student work. A comprehensive portfolio of (132) annotated work samples is available on the ACARA website to provide national and local standard. In some cases (ESL, Special Needs), particular adjustments are necessary to provide equitable opportunities. These may be drawn from different levels along the Foundation to Year 10 sequence. Stromlo Semester Reports enable teachers to comment on • strengths and strategies for improvement, • social development and engagement with programs, • attitude and commitment • attendance In the first three of these domains, this will occur by selecting from a drop-down menu. The last-mentioned will be MAZE generated. Strong content mastery by a student (as demonstrated in Achievement Standard reporting) may not be mirrored by comment in the above domains, and this is ok, but where such discrepancies are wide will need robust explanation to students and their parents. Does Stromlo moderate A to E across an entire year cohort? No, the grade determination will be made only against the Achievement Standard, not against the performance of other students. In other words, the bell curve disappears: no longer is reporting done normatively, but only criteria based. There are only two reporting
  2. 2. 2 points: mid-year towards those areas covered in the Australian Curriculum, and at the end of the year by way of summary. Several opportunities exist to provide continuous feedback to students and parents by unit outlines, in class, by e-mail, phone, parent teacher evenings, website updates, student work and performances, homework, publically available consultation of ACARA curriculum content and achievement websites, by communication from and to faculty leaders and Year Coordinators, etc. Reporting in Phase Two and Three Learning Areas Until further notice, assessment in these learning areas continues as per past practice, that is, A to E by Every Chance to Learn, Curriculum framework for ACT schools Preschool to year 10. [The term SOSE is obsolete and should be replaced by the term Humanities]. It is the quality of the journey, not the arrival that matters As all schools transition towards the content of the Australian Curriculum and its varying Achievement Standards, it remains important to remember that as with all things new and different, we hasten slowly, we report honestly and to the best of our ability. The ultimate authority remains the classroom teacher, whose theoretical understanding and pedagogical practice remains best placed to determine student achievement. As a school that is an early adopter of the Australian Curriculum, Stromlo teachers remember that adoption is progressive, that the full roll-out of the curriculum is yet to fully materialize, and that achievement Standards across all three Phase Learning Areas are yet to be fully defined. Achieving national agreement on these, and on curriculum and student work in years 11 and 12, are matters that take time, trial and error. It is realistic to expect continuous refinement and gradual adjustment of most aspects of the Australian Curriculum, as has already happened in its several versions. Assessment Assessment is a broad term covering items of student work/tasks such as: tests, assignments, essays, reports, practical work, class work and exercises, book work, performances, speeches, seminars and oral presentations. Students are assessed according to the degree to which they achieve in relation to the unit outcomes. Unit Outlines Within two weeks of the commencement of a semester students will be issued with unit outlines for each subject. The unit outline will clearly document the assessment outcomes for the unit, assessment tasks, the weighting of each assessment item and the week the item is due. Parents are required to sign the unit outline acknowledging that they have received it. Individual assessment for students across years 6- 10 should not exceed 20% of the final grade. Furthermore, to balance the work completed between home and school, not more than 30% of their final grade will be based on home assignments.
  3. 3. 3 Appeals All students at Stromlo High School have the right to appeal any grade or mark awarded by a teacher as per the policy issued to each teacher. The student should approach his or her class teacher initially. If the matter cannot be resolved it should be referred to the Executive Teacher in charge of the subject. Formal appeals must be lodged in writing with the Principal within a week of the grade being awarded or semester report issued. If a student believes that his/her semester grade should be reviewed they should take the following steps within five school days of receiving their report: • Begin by approaching the class teacher for an explanation of how the grade was determined • If still concerned they should speak to the Executive Teacher in charge of that faculty • If steps one and two have not resulted in a satisfactory explanation or where appropriate an adjusted grade, a review should be sought from the Principal. • A student who is dissatisfied with the school review process may then appeal to the Chief Executive within ten school days of completing steps one through three Plagiarism Plagiarism is defined as copying material from the internet, reference books or materials, magazines, short stories and novels. It also includes copying another student’s assignment and presenting it as your own work. § It is a form of cheating and makes it difficult for the teacher to assess the student’s true ability. § At the commencement of an assignment/assessment task the teacher will help the student to avoid plagiarism by reviewing research and note making strategies. § Students are expected to always acknowledge their information sources by using quotations and by providing a bibliography. The class teacher will show them how to do this as variations occur across subjects. § Students should retain all drafts and make them available if requested. If they draft on the computer they should print their work at regular intervals and/or save successive drafts eg as version 1, 2, etc. § Failure to acknowledge sources may result in the student’s work not being assessed and having the mark recorded as zero and a parent/carer contacted § Once the teacher has returned the work, a student who has been found to have plagiarised may request a two-day extension for the purpose of re- submitting the assessment task. It is then up to the teacher whether or not the request is met. Late marks will still be deducted for late work. Additional acts of plagiarism by a student will be reported to the Deputy Principal, Curriculum who will contact the student’s parents.
  4. 4. 4 Late Work Adequate time is given for the completion of all assessable work. Teaching staff are expected to contact parents within a few days of the due date to advise them that their son/daughter has work owing. Contact may take the form of a note to parents with a tear off slip for their signature, a phone call or email. A penalty of 5% per school day applies to all overdue work for the first 10 days. However, weekends count as one day rather than two. If late work has not been submitted by day 10 the teacher may set a new task so that he/she can return the work to the rest of the class. Work that has not been submitted before a holiday period can be emailed to the teacher, faxed or hand delivered to the front office. Normal penalties will still apply as teachers are advised to set mid-week work deadlines at the end of terms one and three. If a piece of work is more than 10 days late 50% of the potentially achieved score will be deducted. Therefore if the student would have scored 16/20, their adjusted score would be 50% of 16, thus giving them 8/20. The student should still be assessed normally against the unit outcomes as they will have had the opportunity to develop the relevant skills. Work must be accepted and feedback given to students up until the end of the excursion free period of the assessment period (semester /quadrimester), giving at least one week for teachers to assess before reports are due. Extensions If students experience difficulties completing tasks they should negotiate with the teacher at least two days before the due date for an extension. Lack of organization or leaving things until the last minute is not an acceptable reason for an extension. When requesting an extension, students should show evidence that they have work in progress. Students are expected to make up work missed while absent from classes at excursions or sporting events. Return of Student Work Teachers are requested to mark and return student work promptly. Students must be provided with feedback prior to submitting their next assessment task. A two week turnaround, (incorporating moderation with colleagues where appropriate) is realistic. Grades Students in years 7-10 receive an A-E grade. Grade cut-offs and descriptors are set out below: Grade Descriptor A The student’s work is outstanding for the particular unit/level of study and shows a sophisticated understanding of the required content, processes and skills. All assessment tasks have been completed.
  5. 5. 5 B The student’s work is of a high standard. It demonstrates a firm understanding of the required content, processes and skills required in the unit. C The student’s work is sound and demonstrates a competent grasp of the content covered in the unit as well as most of the required skills and processes. D The student has demonstrated a limited understanding of the content as well as the processes and skills required in the unit. It is possible that not all assessment tasks were completed. E The student has failed to complete a number of assessment tasks, demonstrating very limited engagement with the content, skills and processes required in the unit. Students with Special Needs Many students with special needs receive an SN on their reports which conveys that the unit of study and the nature and number of assessment tasks has been modified. The Executive Teacher in charge of Special Needs consults with staff and parents prior to deciding on this form of assessment. The student’s Individual Learning Plan (ILP) will acknowledge that this decision has been taken. Consideration is provided at the discretion of the class teacher. This is applied when a student has been absent, ill or experienced difficulties outside school that have impacted on their ability to complete the set work. Status is awarded to those students who have recently enrolled or have had prolonged absences from school and have provided a legitimate reason (i.e. doctor’s certificate). It is only awarded when the student’s assessment has been adversely affected by their absence. If enough assessable work has been completed a pro rata grade can be calculated. Teachers are expected to assess students against the relevant report outcomes and comment on the student’s level of ability and skill development. The decision to award a status grade can only be made by the Principal. Reporting Students receive two reports per unit of study in each semester. All subjects are reported on as well as TEAM, the school pastoral care program. Mid-Semester Reports Mid Semester Progress checks are issued towards the end of terms one and three. Parent teacher interviews are scheduled at the beginning of terms two and four. End of Semester Reports Semester Reports are issued in July and December following the completion of each semester. The reports comprise a grade, a teacher comment and assessment against the outcomes of the relevant unit. Certification
  6. 6. 6 Students are issued with the Stromlo High School Junior Certificate on completing years 7 and 8. This certificate lists the grades received for all subjects in these years. The ACT Department of Education Year 10 Certificate is awarded at the completion of year 10 to students who demonstrate a satisfactory record of academic performance, attendance and behaviour in both years 9 and 10. The decision not to award a Year 10 Certificate lies with the school Principal. A student who has been: • awarded more than six E grades across two years; and/or • suspended for more than 10 days in years 9 and 10 (or pro rata); and/or • absent without satisfactory explanation for 20% of school days will be awarded a High School Record in place of the Year 10 certificate. Students who enroll beyond the commencement of semester 2 year 10 will receive a High School Record. Students who leave the school before completing year 10 will receive a High School Record. In years 9 and 10 students undertake a number of certificates in Information Technology (ICT Competencies), Student Pathways and Vocational Education and Training (VET). These certificates are awarded at the year 10 Graduation and are included in the student’s portfolio.
  7. 7. 7 Homework Guidelines Guidelines for setting homework and responsibilities of students, staff and parents Purpose: Homework contributes toward building responsibility, self-discipline and lifelong learning habits. It is the intention of Stromlo staff to assign relevant, challenging and meaningful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply information they have learned, complete unfinished class work, and develop independent learning skills. We encourage parents and other family members to take an active interest in the work being completed at home and assist where necessary. Homework tasks include: • Practice and revision of topics covered in class • Assignments to consolidate or transfer new skills or concepts to new situations • Creative activities to integrate many skills toward the production of a response or product • Reading • Preparation and organization for the next day Time Actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. Some subjects such as Mathematics, English and languages may have nightly homework other subjects may be less regular. If your child is spending an excessive amount of time doing homework, you should contact your child’s teachers. If there is no set homework students are encouraged to spend time in independent leisure reading. Suggested times for each year level are: Year 6: 30 minutes per day Year 7 and 8: between 45 and 90 minutes per day Year 9 and 10: between 60 and 120 minutes per day These times are based on international research which shows that regular homework has a positive impact on student results, but too much can be detrimental. Major Projects include research reports, book reports, essays, and other assignments teachers designate as major projects. Work on these projects may exceed the maximum minutes per night. Some projects are completed over an extended period of time such as a term. Assessment and Late Work A satisfactory grade cannot be given if students do not complete assignments and homework. Students are expected to have their diary with them in class and it is their responsibility to record due dates for all homework tasks and assignments. Parents may use the diary to comment on their child’s
  8. 8. 8 progress or communicate with class teachers. Penalties apply for late work submitted; please refer to the section on ‘Late Work’ on page 2 of this document. Students who miss homework due to illness or other absence have a responsibility to make up missed work. This should be negotiated on an individual basis with class teachers. Teacher Responsibilities • Assign relevant, challenging and meaningful homework that reinforces classroom learning • Give clear instructions and make sure students understand the purpose of the task • Include assessment rubrics with assessable items • Ensure the task is achievable with home resources • Make the evaluation process clear to students and parents • Give feedback and/or correct homework • Communicate with other teachers • Involve parents and contact them if a pattern of late or incomplete homework develops • Provide support on study and test techniques Family Responsibilities • Set a regular, uninterrupted study time each day • Establish a quiet, well-lit study area • Monitor student’s organisation and daily tasks • Help students monitor their work against assessment rubrics • Help students work to find the answer, not just get it done • Be supportive when the student becomes frustrated with difficult assignments • Contact teacher to stay well informed about the student’s learning process Student Responsibilities • Keep a record of homework in the student diary • Be sure all assignments are clear; don’t be afraid to ask questions if necessary • Set aside a regular time for studying • Find a quiet, well-lit study area • Work on homework independently whenever possible, so that it reflects student ability. • Produce quality work. • Make sure assignments are done according to the given instructions and completed on time.