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Assessment and Reporting

At Salamah College, we foster a positive and supportive learning environment by encouraging consistent practice and celebrate student efforts. We believe that assessment and reporting is a fundamental part of the learning process.  It not only measures student progress and achievement at specific points in time but also informs the next steps in learning. The primary role of assessment is to identify where students are in their learning so that teaching can be adapted to target student needs, and progress can be monitored over time.

Our approach to assessment is rooted in the belief that every student can learn and succeed. We strive to establish a positive assessment culture that encourages a positive growth mindset, reflects individual learning styles, and promotes critical thinking skills. The assessment and reporting process are designed to be transparent and aligned with our curriculum objectives to keep you informed about your child’s academic journey.

Types of Assessments

We utilise a range of ongoing formal and informal assessments to provide a comprehensive picture of student learning:

  1. Formative Assessments

The purpose of formative assessments is to monitor the learning progress, provide ongoing timely feedback and opportunities to improve. These assessments are conducted regularly throughout the learning process.
Our formative assessments include:

  • teacher observations
  • peer assessment and self-assessment
  • collaboration activities
  • worked examples

2. Summative Assessments

The purpose of summative assessments is to provide evidence of student learning to inform teacher judgements about achievement in relation to the syllabus, and performance standards. It occurs at specific points in time, typically scheduled at the end of each term or instructional unit. Criterion-based rubrics are our common assessment tool that we use to evaluate student work against a set of predetermined criteria and standards, providing clear expectations and consistent feedback.

Summative Assessment Principles:

  • based on syllabus content and outcomes
  • inclusive of, and accessible for, all students
  • enable students to demonstrate their learning in a range of ways
  • include assessment criteria to clarify for students’ what aspects of learning are being assessed
  • valid: have clear alignment between the syllabus, the assessment activity and the assessment criteria
  • support reliability: enable consistently accurate judgements to be made about student achievement in relation to criteria and performance standards
  • free from bias and provide evidence that accurately represents a student’s knowledge, understanding and skills
  • enable students and teachers to use feedback effectively and reflect on the learning process.

  1. Diagnostic Assessments

The purpose of diagnostic assessments is to help teachers identify what students know and can do in different domains to support their students’ learning. These kinds of assessments may help teachers determine what students understand to build on the students’ strengths and address their specific needs. They are designed to help determine which skills need to be targeted for intervention and instruction based on those individual needs.

Diagnostic Assessments are administered three times a year; beginning, middle, and end of year. They are typically administered in a small group or one-to-one setting.

Salamah’s Diagnostic Assessments include:

K-2 InitiaLit Screeners

Conducted at the beginning of the learning period) and Cumulative Review (periodically to check student understanding). These tools are used within the InitiaLit reading program to evaluate foundational literacy skills.

  • WARL – Year 1
  • WARP- Year 2

It helps teachers understand where students are in their reading and spelling development, allowing for targeted instruction and support.

3-6 DIBELS- Dynamic Indicators of Basic Early Literacy Skills

It’s a set of measures used to assess and monitor a student’s reading skills. It’s a tool used to identify students who may need additional support in developing foundational reading skills.

AISNSW Early Numeracy Screening Tool (K-2)and Years 3-6 Numeracy Screening Tool

These assist teachers to monitor students’ progress in the foundational skills of Number across Kindergarten to Year 6.

  1. Standardised Test- NAPLAN

NAPLAN is part of Australia’s National Assessment Program (NAP), which monitors and reports on student achievement. NAPLAN aims to assess whether students are meeting national standards in reading, writing, language conventions, and numeracy. This standardised government tests are designed to be administered and marked in a uniform way across all schools and states, ensuring comparability of results. NAPLAN results provide valuable data to teachers and schools to help them plan and structure more appropriate and focused learning.

Key Features:

  • Administered annually to students in Years 3, 5, 7, and 9.
  • Assesses literacy and numeracy skills.
  • Used to inform teachers, parents, and policymakers about student performance.
  • Provides a snapshot of student achievement against national benchmarks.

At Salamah College, we build a positive and confident attitude towards tests. It is important for parents to reassure their child that NAPLAN is just one part of their school program, and they should do their best. We familiarise students with the format and types of questions by using online practice tests in our homework and conduct NAPLAN trials in term 4 prior to the NAPLAN testing year to provide students and parents with valuable feedback.

To prepare for NAPLAN, we incorporate a stronger focus on building skills in reading, writing, and numeracy in our English and Mathematics programs:

Reading:

  • Encourage wide reading to improve comprehension and vocabulary
  • Focus on different text types and structures

Writing:

  • Practice brainstorming writing topics and developing ideas.
  • Focus on different writing styles (imaginative, persuasive, and informative)
  • Emphasise grammar, punctuation, and spelling skills

Numeracy:

  • Practice problem-solving and application of mathematical concepts
  • Use real-world scenarios to make learning more engaging

Disability Adjustments:

  • Adjustments are available for students with disabilities to ensure they can participate in NAPLAN on an equitable basis.
  • Adjustments should reflect the support and assistance already provided in the classroom.

Useful Resources

  • NAPLAN public demonstration site allows students to see and try the types of questions in a NAPLAN test.
  • NAP (National Assessment Program): NAP website provides information about NAPLAN and adjustments for students with disabilities. 

Reporting

A standards-referenced approach is used to assess and report student achievement. This approach comprises 2 components:

  • NSW syllabus outcomes and content describe what students are expected to learn
  • how well students demonstrate achievement is described in performance standards using NESA’s Common Grade Scale (A-E).

Syllabus outcomes are used by teachers to:

  • plan and develop learning and assessment opportunities in relation to content
  • assess student progress and achievement in relation to intended learning
  • report student progress and achievement at key points in time.

We are committed to keeping you informed about your child’s academic progress. Our reporting process includes:

  1. Academic Semester Reports

Issued at the end of each semester, academic semester reports provide a summary of student performance across subjects, including grades and teacher comments.

  1. Parent-Teacher Interviews

Scheduled twice a year, these conferences offer an opportunity for parents and teachers to discuss student progress, challenges, and strategies for support.

  1. Online Portals

Parents can access up-to-date information about their child’s grades and assessments through our online portals; Sentral and Class Dojo. Instructions for accessing the portal are provided at the beginning of the school year.

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