Reporting and Assessment

Strategies and Feedback

Teachers use a range and balance of school-based assessment strategies and feedback techniques, including:

  • Writing samples
  • Benchmarks and continuums
  • Structured observations
  • Anecdotal records
  • Performance tasks
  • Rubrics or guiding descriptors
  • Portfolios of work
  • PAT (Progress and Achievement tests), e-asTTle
  • Student/teacher/parent conferences

The principle purposes of assessing what has been learned are to:

  • Determine what the student knows and understands about the world
  • Inform and differentiate teaching and learning
  • Monitor the effectiveness of the programme
  • Identify the professional development needs of teachers

Essentially, assessment is of two types, each of which has a specific function:

  • Formative assessment is interwoven with daily learning and helps teachers and students find out what the students already know in order to plan the next stage of learning. Formative assessment and learning activities are directly linked; neither can function effectively or purposefully without the other.
  • Summative assessment occurs at the end of the teaching and learning process and provides students with opportunities to demonstrate what they have learned. It aims to give teachers and students a clear insight into students’ understanding.