Assessment & Reporting

Feedback is an important part of the assessment process. It has a significant effect on student learning and has been described as ‘the most powerful single moderator that enhances achievement’.

— John Hattie, 1999​


Assessment of student learning is an on-going process and takes place at different levels and for different purposes, including:

  • ongoing formative assessment within classrooms for the purposes of monitoring learning and providing feedback, for teachers to inform their teaching, and for students to inform their learning.
  • summative assessment for the purposes of reporting by schools to parents and carers on the progress and achievement of students. (ACARA)

We monitor students’ progress by assessing their knowledge, skills and understanding against the Achievement Standards.


An important part of the assessment process is reporting results and giving feedback on tasks and assessments for the purpose of:

  • communicating progress
  • providing meaningful feedback
  • allowing students to reflect on what they have done well, where and how they can improve and how they can extend themselves.

Through Josie, the College’s learning management system, students and parents have access to continuous on-line reporting with feedback and results up-dated regularly. Students and parents are able to access:

  • assigned tasks/assessments and due dates
  • assessment criteria for specific tasks, assignments and assessments
  • completed student work with results and feedback

Results and feedback are provided in a variety of formats, including:

  • written comments
  • rubrics
  • annotated student work
  • percentages
  • letter grades

Effort and Work Practices

Students and parents can also access valuable feedback in the form of an Effort and Work Practices Progress Report provided at the mid-point of Term 1 and Term 3. Progress reports provide a reflection of the student's Effort and Work Practices for each subject reflecting contribution to the learning environment, academic progress, respectful practices, engagement with learning, self-management.