Assessment & Reporting

The purpose of assessment

“Assessment is the purposeful and systematic collection of information about students’ achievements. All Queensland students deserve to benefit from high-quality assessment programs” (QCAA, 2016).

At Ignatius Park College, we believe that assessment is an integral part of learning and teaching. Assessment supports student learning. It supports students in being able to achieve the highest standards that they can; it improves teaching and learning and it provides meaningful information to students, teachers and their families about students’ progress. (QCAA, 2017).

Assessment for learning:

Our teachers use information about student progress to guide and support targeted teaching. (Diagnostic Assessment)

Assessment as Learning: Our teachers provide regular feedback to students about how they can improve their learning. Students can reflect on and monitor their own progress. (Formative Assessment).

Assessment of Learning: Our teachers ensure that students have multiple opportunities to demonstrate the depth and breadth of their learning and use this evidence to make defensible, on-balancejudgements about students’ work against standards. (Summative Assessment)

In order for students to have the opportunity to show the depth and breadth of their learning, it is critical that there is very strong alignment between the enacted curriculum, pedagogy and assessment. This fundamental principle of alignment underpins assessment development at Ignatius Park College.

Range and balance of summative assessment tasks

Equally important in ensuring students can demonstrate their depth and breadth of learning, is the principle of providing a range and balance of appropriate assessment types. In doing so, students are provided with multiple opportunities to demonstrate their knowledge, understanding and skills in a range of assessment types that cater for individual learning styles.

The following table captures the range of assessment tasks as suggested by the Queensland Curriculum and Assessment Authority (QCAA), many of which are used at the College:

Assessment Techniques or Task Types of Assessment

Supervised Assessment Multi Choice Short Response Extended Response

Practical Performance

Collection of work

Research Physical Student responses to a small number of tasks across a series of lessons

Oral report Written Report – description, explanation, exposition, feature article, action plan Interview/debate Multimodal presentation Seminars and conferences Digital Presentation Role play Podcasts and webcasts Journals

Speeches Analytical essay Written piece that tests hypothesis or answers a research question Case study Critical Review

Texts (Oral and Written) Imaginative Informative Persuasive

Modelling and ProblemSolving Mathematical

Investigation

Digital Projects

Design Projects

Making Responding Mathematical Experimental Apps Robotics Web Simulations, games and quizzes Programmable multimedia assets Programmable multi-media Designed solutions to meet local and community needs and cur-rent and future needs and use considering environmental, economic and social sustainability factors in: • Engineering principles and systems • Food and Fibre production • Food Specialisations • Materials and Technologies specialisations Making or Performing Artworks Respond to, analyse and interpret artworks