Assessment & Re p o r t i n g 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-balance judgements 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.
THE PURPOSE OF ASSESSMENT:
“A s s e s s m e n t i s t h e purposeful and systematic collection of infor mation about students’ achievements. All Queensland students deserve to benefit from high-quality assessment programs” (QCAA, 2016).
RANGE AND BALANCE OF S U M M AT I V E A S S E S S M E N T TA S K S : 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.
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).
I G N AT I U S P A R K C O L L E G E
CURRICULUM HANDBOOK 2023
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