NT Curriculum FrameworkReporting Guidelines

Transition to Year 9

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CONTENTS

Introduction 1

Purpose of reporting 1

Reporting responsibilities 2

The place of reporting in the curriculum 2

Linking reporting and assessment 3

Ways of reporting 4

Reporting Standards 5

NT Reporting standard 5

Reporting requirements by student cohort 6

Appendix

NT reporting standard matrix 8

For further information contact

Curriculum, Teaching and Phases of Learning (08) 8999 3707

NT Department of Education and Training

http://www.det.nt.gov.au/teachers-educators/assessment-reporting

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Introduction The NT Curriculum Framework (NTCF) is the overarching document that guides school curriculum provision for all schools in the Northern Territory.

This Reporting Guideline provides an elaboration on the NTCF operational policy statement that is relevant to reporting. For further detailed information regarding these policy statements refer to the NTCF 2009 Overview, pp11-13.

Purpose of reporting The purpose of reporting is to communicate information about learner progress to a wide range of stakeholders. Stakeholders include: the learner, teacher, parents/carers, school leaders and the school council i.e. the school community, the NT Board of Studies, NT Government and the wider community.

Learner achievement information is used to: � inform all key stakeholders about learners’ demonstrations of outcomes � discuss future learning pathways with learners and parent/carers � describe the progress made by learners at a particular time in respect to NTCF

Curriculum Standards (outcomes) � guide the planning of teaching and learning programs � provide meaningful information to the school community, the NT Department of

Education and Training and the NT Board of Studies as a basis for evaluating the effectiveness of educational programs and to inform future school planning and resource allocation.

NTCF Policy Statement 4 Reporting

Regularly communicate learning progress and achievement to learners, their families and the community.

NT schools will:

� provide clear information on learner progress to parents/carers - at least 1 written report per semester - A to E grades used to report on achievement and progress in English

literacy, numeracy and for areas of learning taught and assessed that semester for all learners in years 1-10 except for those learners with Education Adjustment Plans (EAPs)

- a report on all areas of learning at least once within the school year - the use of plain English;

� distribute the National Assessment Program – Literacy and Numeracy (NAPLAN) learner report to parents of participating students;

� provide opportunities for parents/carers to attend at least one formal interview within each school year; and

� provide other opportunities for informal discussions between teachers and parents/carers when requested.

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Reporting responsibilities

Teachers � provide ongoing feedback to students so assessment is used to inform goal setting, reflection and ultimately improve learning.

� use report information to form the basis for the construction of on-going learning programs.

� provide regular, formal and informal reports on student progress.

� inform parents/carers as soon as there is any indication that their child’s achievement level, rate of progress or behaviour differs noticeably from past performance or in comparison to his/her peers.

School Leaders

� create and sustain systems that provide opportunities for parents/carers to attend at least one formal interview within each school year.

� support teachers to enable opportunities for informal discussion between teachers and parents/carers as desired.

� sustain a system of providing clear information on learner progress at least once a semester using A to E grades for learners from Year 1 to Year 9.

� establish and maintain effective partnerships between parents/carers and other stakeholders within school communities to negotiate reporting procedures that reflect the school and community context. These procedures or processes should be consistent throughout the school.

System � sustains clear reporting policy � supports NT DET schools in their management of the Curriculum

eTool generation of reports.

The place of reporting in the curriculum A good curriculum consists of the sequence of elements; intended, implemented, experienced, assessed and achieved. These should be aligned so that the intended learning is what is being assessed and what students achieve, and subsequently reported on. The diagram below represents this sequence.

The Curriculum

(NTCF Overview, p2)

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This sequence should be considered in its entirety when planning the teaching program. Teachers should also refer to the Learning Management Questions (refer 2009 NTCF Overview, pp14-15) to ensure that the learning design process enables learners to achieve the intended outcomes.

Linking reporting and assessment Reporting is the description of a teacher’s summative judgement of a learner’s achievement. This is based on recorded evidence that teachers have gathered within the teaching and learning cycle. It should accurately reflect what learners know (declarative knowledge) and how they apply or use that understanding (procedural knowledge).

Assessment of learning and assessment for learning are both essential and should not be considered mutually exclusive in practice. However, they do have very different purposes. Assessment for learning promotes future learning by identifying learning needs and adjusting teaching appropriately. On the other hand, assessment of learning is a ‘point-in-time’ assessment which describes and labels learning and is used when reporting student achievement and progress to parents.

Consequently, the assessment process is integral to reporting student achievement. It is the quality of the evidence that enables accurate reporting. The developmental learning milestones presented as outcomes or curriculum standards at each NTCF Key Growth Point/Band/Level are broad descriptions and represent significant growth and learning. To indicate growth within these bands or levels and to identify the quality of learning, the descriptors of emerging, solid and comprehensive are used.

When making judgements regarding quality of student learning for reporting purposes, teachers should consider the three aspects of content, competence and context. These aspects assist in identifying surface to deep knowledge and understandings of the learner.

The descriptors of emerging, solid and comprehensive are considered within the aspects of content, competence and context and used when assessing a range of student evidence of learning to determine quality of learning. Multiple samples of learning across a range of contexts must be used to make an on-balance judgement for reporting purposes

Refer to the Assessment Guidelines for detailed information regarding determining quality of learning and growth within a band/level.

The Curriculum eTool is the NT Curriculum Module within SAMs and is provided by the NT Department of Education and Training for use by government schools to electronically record and thereby monitor student achievement and generate NT standardised reports.

Learning Management Questions

The following flow chart demonstrates the sequence asequence of curriculum elementscurriculum), assessment (assessed curriculum), recording of student learning (achieved curriculum) and the final stage of reporting (reported

Ways of reporting

Effective reporting uses a range of formal and informal, oral and written communication strategies to provide parents/carers information. The reporting process should allow parents/carers to be informed about the intended learning outcomes and receive regular evidence of

Teaching, learning and assessing

The teaching program is adjusted to meet learners'needs (assessment for learning). On-going feedback provided to students to support assessment as learning.

Multiple samples of evidence of learning collected throughout and at

Student achievement determined using onjudgement. The descriptors emerging, solid and

comprehensive used to describe quality of learning.

Recording student achievement information e.g. for government schools entering data into

Formal (Areporting to parents and students.

Sequence of experienced, assessed, achieved and reported curriculum

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The following flow chart demonstrates the sequence and relationship between the sequence of curriculum elements (refer p2). That is, the teaching program (experienced curriculum), assessment (assessed curriculum), recording of student learning (achieved curriculum) and the final stage of reporting (reported curriculum).

Effective reporting uses a range of formal and informal, oral and written communication strategies to provide parents/carers and the learner with accurate and relevant

The reporting process should allow parents/carers to be informed about the intended learning outcomes and receive regular evidence of their child’s progress.

Teaching, learning and assessing

The teaching program is adjusted to meet learners'needs (assessment for learning). going feedback provided to students to support assessment as learning.

Data Collection

Multiple samples of evidence of learning collected throughout and at end of teaching cycle.

Decision Making

Student achievement determined using on-balance judgement. The descriptors emerging, solid and

comprehensive used to describe quality of learning.

Recording

Recording student achievement information e.g. for government schools entering data into

Monitoring Module of CeTool.

Reporting

Formal (A-E reports) and informal reporting to parents and students.

Sequence of experienced, assessed, achieved and reported curriculum

nd relationship between the teaching program (experienced

curriculum), assessment (assessed curriculum), recording of student learning (achieved

Effective reporting uses a range of formal and informal, oral and written communication accurate and relevant

The reporting process should allow parents/carers to be informed about the their child’s progress.

The teaching program is adjusted to meet learners'needs (assessment for learning). going feedback provided to students to support assessment as learning.

Multiple samples of evidence of learning collected throughout and at

Sequence of experienced, assessed, achieved and reported curriculum

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Parents, teachers and the learner should work together in partnership to help children achieve success, with parents encouraged to communicate their knowledge about their child with the teacher.

The reporting process should include the student as an active participant. Quality feedback has been identified as having a significant effect on improving student learning. Student self-evaluations and reflections, identification of aspects or areas that need improving and goal-setting to inform a plan of action for future learning contributes to effective learning. There are many ways in which teachers can communicate to parents/carers and learners regarding progress made or achievement. Reports can be formal, informal, oral and written and vary in frequency.

Formal interviews take the form of:

Informal reporting may occur through:

� parent/teacher interviews � information or orientation meetings

� three-way conferences – between the learner, parent/s and the teacher

� telephone and electronic communications

� a report derived from student led conferences.

� culminating performances or presentations.

� open nights/day – sharing student learning e.g. learning journeys, learning exhibitions

� parent/teacher interviews

� communication diaries – either electronic or paper based

Student portfolios are an excellent strategy or method of reporting learner achievement. Quality portfolios should include information explaining the portfolio’s purpose, annotated evidence of learning to explain outcomes that the learner is working toward, the context and description of the learning and the learner’s level of achievement in completing the task. Portfolios can be a combination of electronic and paper based, depending on the evidence of learning. Reporting standards

Reporting standards provide a frame of reference for communicating the level of student achievement to parents through a standardised judgement. It is an Australian Government legislative requirement to report learner achievement and progress using a 5-point scale (A to E achievement levels or grades) twice a year in parent friendly language.

The A to E grades are described as

A Well above expected level

B Above expected level

C At expected level

D Below expected level

E Well below expected level

The NT Reporting Standardreporting student achievement or progress to parents. determined by aligning national achievement standards (2008 NAPLAN minimum standard and mean) and NT Achievement Standards (refer p9 NTCF

A matrix (refer Appendix 1) was of the matrix is to develop understanding of the NT Reporting Standard and is not intended to be used to determine the grade for students. Students on their evidence of learning that demonstrates achievement standard e.g. Band 2 Solid for Writing

Parents should be confident in assuming tachievement is consistent with other regional moderation processes contribute to consistency in reporting student achievement.

All government schools that record and report student learning using the Curriculum eTool use a standardised template for reportthe format and content of the reportreport does allow for contextual variations and caters to individual learner needs e.g. reported progress for ESL studentthe NT Standard.

When using recording mechanisms such asAchievement Standards, national standards and the teachere.g. KGP/Band/Level at emerging, solid or comprehensiveE grade. Reporting requirements for NT DET schools learning

Preschool

• Reports appropriate to

early learning programs.

• No A to E report

required.

• Recording student learning for monitoring

and accountability can

occur through the Assessment of Student

Competencies database

and the Curriculum eTool, Monitoring

Module (optional).

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NT Reporting Standard was developed to ensure consistency in DET reporting student achievement or progress to parents. The reporting standard was

by aligning national achievement standards (2008 NAPLAN minimum and mean) and NT Achievement Standards (refer p9 NTCF 2009

was created to visually depict this relationship.is to develop understanding of the NT Reporting Standard and is not used to determine the grade for students. Students MUST

vidence of learning that demonstrates achievement according toe.g. Band 2 Solid for Writing.

Parents should be confident in assuming that the standard used to report their child’sis consistent with other DET schools throughout the NT.

moderation processes contribute to consistency in reporting student

All government schools that record and report student learning using the Curriculum eTool use a standardised template for reporting. This allows parents to be familiar with

and content of the report, regardless of which school their child attends. report does allow for contextual variations and caters to individual learner needs e.g.

ESL students using ESL levels are not assigned a grade based on

recording mechanisms such as the Curriculum eTool or Markbtandards, national standards and the teacher’s assessment

erging, solid or comprehensive are used to determine an A to

for NT DET schools by student cohort

Transition

• No A to E report

required.

• 1 written report per

semester for English

literacy, numeracy and areas of learning taught

and assessed that

semester.

• NT Standardised Report

template can be used not

including A-E grades.

• Recording student

learning through the

Assessment of Student Competencies database

(optional) and the

Curriculum eTool,

Monitoring Module (govt schools only)

Years 1

• 1 written report per

semester for English

literacy, Mathematics and areas of learning

taught and assessed that

semester.

• All areas of learning

reported using A

within a school year.

• Recording student

learning through Curriculum eTool,

Monitoring Module or

Markbook ( govt schools

only).

• Report generated by

CeTool or other tools that

apply the NT Reporting Standard (govt schools

only)

in DET schools in The reporting standard was

by aligning national achievement standards (2008 NAPLAN minimum 2009 Overview).

this relationship. The purpose is to develop understanding of the NT Reporting Standard and is not

MUST be assessed according to the curriculum

hat the standard used to report their child’s schools throughout the NT. School and

moderation processes contribute to consistency in reporting student

All government schools that record and report student learning using the Curriculum ing. This allows parents to be familiar with

, regardless of which school their child attends. The report does allow for contextual variations and caters to individual learner needs e.g.

are not assigned a grade based on

the Curriculum eTool or Markbook, the NT ’s assessment

used to determine an A to

and areas of

Years 1 - 9

1 written report per

semester for English

literacy, Mathematics and areas of learning

taught and assessed that

All areas of learning

reported using A-E grades

within a school year.

Recording student

learning through Curriculum eTool,

Monitoring Module or

Markbook ( govt schools

Report generated by

CeTool or other tools that

apply the NT Reporting Standard (govt schools

Note: The purpose of variations in Astudents and schools to ensure effective reporting.

For example:

� Student progress in areas and pathways of learning such as LTechnology, English as a Second Language linked to the NT Reporting Standardgenerated by the CeTool is inappropriate.

� Feedback from educators determined thA-E or teacher nominated Language and Culture and EsseNTial Learnings

Where the A-E grade is determined by the teacher rather than an automatic process it is important that teachers have set prebeginning of the teaching and learning cyclemade

Year 10

• Student achievement

data recorded and stored

electronically at school.

• Student achievement

reported using A-E grade.

• Achievement of VET

competencies recorded

on DATEX as credit points at Stage One.

Students with disabilities

• Progress of student achievement

reported through the review of

Education Adjustment Plans

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variations in A-E reporting is to reflect the diverse needs of students and schools to ensure effective reporting.

tudent progress in areas and pathways of learning such as Languages, Learning English as a Second Language and EsseNTial Learnings

the NT Reporting Standard. Consequently the application generated by the CeTool is inappropriate.

Feedback from educators determined the option of either automaticE or teacher nominated grade for the ARTS, Technology & D

ulture and EsseNTial Learnings.

E grade is determined by the teacher rather than an automatic process it is important that teachers have set pre-determined targets or goals for learning

ginning of the teaching and learning cycle. That way the grade is reflective of progress

data recorded and stored

E grade.

on DATEX as credit points

Years 11-12

• Follow reporting

guidelines determined by

SACE Board .

Years 3, 5, 7 and 9

• Provide National

Assessment Program

Literacy and Numeracy student report to parents

of participating students.

Students with disabilities

Progress of student achievement

reported through the review of

Education Adjustment Plans

A - E reporting variations

• English as a Second Language,

Languages and Learning Technology

A-E grades are assigned by the

teacher.

• Reporting the Arts, Technology &

Design and Indigenous Language &

Culture A-E grades can be either

automatically determined by the

CeTool or assigned by a teacher

against identified targets.

• Reporting EsseNTial Learnings is by

either teacher assigned A

a nominated NTCF level.

is to reflect the diverse needs of

anguages, Learning and EsseNTial Learnings should not be

. Consequently the application of an A-E grade

e option of either automatic generation of Design, Indigenous

E grade is determined by the teacher rather than an automatic process it is determined targets or goals for learning at the

. That way the grade is reflective of progress

Years 3, 5, 7 and 9

Provide National

Assessment Program -

Literacy and Numeracy student report to parents

of participating students.

E reporting variations

English as a Second Language,

Languages and Learning Technology

E grades are assigned by the

Reporting the Arts, Technology &

Design and Indigenous Language &

E grades can be either

automatically determined by the

CeTool or assigned by a teacher

against identified targets.

Reporting EsseNTial Learnings is by

either teacher assigned A-E grade or

a nominated NTCF level.

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Appendix 1 NT Reporting Standard Matrix

Black ellipse 2008 NAPLAN Minimum Standard aligned with NTCF band for yrs 3, 5, 7 and 9.

Purple ellipse 2008 NAPLAN Australian mean aligned with NTCF band for yrs 3, 5, 7 and 9

NT Achievement Standard (p9, NTCF 2009 Overview) represented by yellow (C), light green (B) and dark green (A)

Note: Students must be assessed on their evidence of learning that demonstrates achievement according to the curriculum standard.

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References

NT Department of Education and Training, 2009, NT Curriculum Framework Overview, NT Government Printer

NT Department of Education and Training, 2001, NT Curriculum Framework Overview, NT Government Printer

Queensland Government, Department of Education, Training and the Arts, 2009, Guidelines for Reporting Student Achievement, http://education.qld.gov.au/curriculum/framework/p-12/reporting-guidelines.html

NT Department of Education and Training, 2005, Your guide to A to E grades on school reports, NT Government Printer