Updated: Mar 2000 | Assessment Review School Policy

Review the School Assessment Policy

Whole-school policies and procedures on assessment should be outcomes-focused and meet the requirements outlined in Curriculum, Assessment and Reporting: Policy and Guidelines.

The following questions, clustered in relation to those requirements, provide a useful guide for review of the whole-school assessment policy.

Schools should have whole-school policies and procedures on assessment that: support the implementation of an outcomes-focused approach. are developed collaboratively. apply assessment processes consistently. ensure common judgements are made by teachers within and across schools. Curriculum, Assessment and Reporting: Policy and Guidelines, (1998), p.7

All government schools ... : 3. develop and implement whole-school assessment approaches that are based on criteria stated in the Curriculum Framework and made known to students and their parents/ caregivers... Curriculum, Assessment and Reporting: Policy and Guidelines, (1998), p.3

Whole-school Policies - support the implementation of an outcomes-focused approach

	How are students' prior knowledge, skills and experiences included in the teaching and learning processes?
	Is the assessment based on outcomes described in the Curriculum Framework?
	Does the assessment facilitate and motivate further learning?
	Does the assessment process allow students to work both independently and collaboratively?
	Are students able to demonstrate their competencies according to their personal rates of development?
	Are the assessment practices inclusive of all students' learning styles?
	Are the assessment methods fair and do they accommodate students' needs relating to their gender, culture, language, physical disabilities, socioeconomic status, geographic location or specific learning difficulties?
	What purpose should assessment serve in developmentally-appropriate programs?

Whole-school Policies - are developed collaboratively

	Do the students understand the assessments and see them as being purposeful and authentic?
	Is the process of assessment based on judgements from teachers, peers, learners and parents?
	Are the advantages of including students in assessment procedures recognised?
	Are the advantages of including students in assessment procedures recognised?
	Who should be involved in the assessment process?
	Does the assessment process help parents to assist their children with their learning?
	Is everyone in the school community informed about what the school values through the assessment process?
	Is information provided to the school community about how the school is performing?

Whole-school Policies - apply assessment processes consistently

	How are the developmental profiles of students' achievement of outcomes mapped?
	Are the processes and products of students' learning described?
	Are opportunities provided to allow students to demonstrate outcomes over a range of levels?
	Does the assessment identify strengths and weaknesses in students' learning?
	Do students demonstrate they have achieved outcomes in a range of contexts?
	What should be assessed?
	What assessment strategies are most appropriate?

Whole-school Policies - ensure common judgements are made by teachers within and across schools

	Are outcomes described based on explicit criteria?
	Do the strategies used for assessment match the purpose?
	Are opportunities provided for teachers to work collaboratively to assess levels of outcomes achieved?
	Is a variety of assessment strategies used to provide multiple sources of information?
	How is students' performance in all aspects of the curriculum described?
	Do teachers have a common understanding of the Student Outcome Statements levels?
	Do teachers have a common understanding of the Core Shared Values?
	Are there strategies for formal and/or informal monitoring of students' progress?
	Are judgements of achievement based on students independently demonstrating the outcomes?