Victorian Curriculum and Assessment Authority (VCAA) For more details on ACARA, see For more details on My School, see ACARA also manages the My School website, which provides information on all Australian schools.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible to all Australian Education Ministers for developing Australian curriculum, developing student assessment, including NAPLAN, and for reporting overall student and school performance. For more information, see call 1300 895 563 (ACARA) or email Alternatively, see call 1800 134 197 (VCAA) or email Curriculum, Assessment and Reporting Authority (ACARA) In Victoria, NAPLAN is administered by the Victorian Curriculum and Assessment Authority (VCAA). National assessment and reporting are the responsibility of the Australian Curriculum, Assessment and Reporting Authority (ACARA). The results of these tests, in conjunction with a range of data from other assessment strategies and data collection, give you information on how your child is progressing and where s/he could benefit from greater challenges or extra help. Students in Years 3, 5, 7 and 9 participate in the National Assessment Program – Literacy and Numeracy (NAPLAN), which tests literacy (reading, writing and language connections) and numeracy skills. National Assessment Program – Literacy and Numeracy (NAPLAN) The online assessment information is not designed to replace semester reports, but rather to complement them by providing a fuller picture to parents.
Parents can view results for key assessments, as well as progress and participation indicators, without waiting until the end of term.
Continuous Online Reporting also makes feedback available to parents in a secure online environment. Students at Hughesdale Primary School receive feedback through discussing strengths and areas for future learning. It draws on the work of Professor John Hattie from the University of Auckland and his analysis of 180,000 studies representing over 50 million students, which found that ‘informative feedback’ had the greatest effect on student learning. This system is founded on a wealth of research in assessment/reporting and student learning. The system increases responsiveness to individual learning needs, provides better-quality and timelier information to parents, and improves classroom and administrative efficacy. Hughesdale Primary School provides all parents with regular online access to their child’s assessment feedback and results with ‘Continuous Online Reporting’, an online facility accessed through the School’s Learning Management System, Compass.Ĭontinuous Online Reporting reflects Hughesdale Primary School’s effective integration of ICT into education planning and delivery. Teachers access assessment opportunities in the context of everyday classroom activities, as well as through explicitly planned assessments to document progress.Īssessment outcomes allow teachers to report effectively to parents on their child's progress in an ongoing manner.
#Myschool acara professional
Through professional learning teams, the results of assessment also contribute to the continuing development of a whole school approach in support of improved student learning outcomes. By accurately pinpointing “where to next” students are supported with personalised learning goals to extend their learning.Īssessment is ongoing and helps teachers to shape high quality teaching practices and appropriate learning experiences which will develop students' knowledge, skills and understandings and promote effective learning. At Hughesdale Primary School we believe that assessment is an essential and integrated part of teaching and learning and that a range of assessment approaches are necessary to identify what a student knows and can do. assessment 'for' and assessment 'of' learning.Īssessment for learning is designed to enhance teaching and improve learning. At Hughesdale Primary School a variety of assessment tools are used both to improve student learning outcomes, and to monitor student progress by providing important evidence of improved learning outcomes i.e.
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