Assessment at Oakwood School is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.
Assessment for improved student learning and deep understanding requires a range of assessment practices to be used with three overarching purposes:
• Assessment FOR learning - occurs when teachers use inferences about student progress to inform their teaching
• Assessment AS learning - occurs when students reflect on and monitor their progress to inform their future learning goals
• Assessment OF learning - occurs when teachers use evidence of student learning to make judgments on student achievement against goals and standards
Oakwood’s assessment of students is primarily an internal process but the School supports and values external assessment providers such as NAPLAN, ACER and subject specific instruments. The school incorporates the resulting data in curriculum focus and student support.
As part of the teaching programmes, teachers plan a variety of assessment tasks related to each objective of the course. The results of assessment are used to plan further learning appropriate to each student’s needs and talents.
Records are kept of assessments and made available to those who need them for planning or review purposes.
To ensure fair assessment, tasks are planned so that disabilities do not invalidate the measurement by affecting the student’s ability to display learning.
Periodically, all teachers at a year level in a subject use a Common Assessment Task. All teachers measure student performance in the task according to the same criteria. Subject teachers undertake moderation and/or benchmarking processes to ensure equity and quality of assessment practices. Assessment results of these tasks allow comparison of different teaching strategies, enabling teachers to identify and select the more effective strategies.