Resources

• DE : Reporting Student Achievement and Progress Foundation to 10 policy
  

  

What can we learn from our current context?

• LFA 1.1 Investigation A Booklet: Learning Conversations
• LFA 1.2  The Pedagogy of Listening. (Rinaldi, 2005).
  

What can we learn from other school communities?

• ACER’s Reporting student progress: What might it look like? (Hollingsworth, Heard, Hockey & Knuckey, 2021) 
• LFA 1.3 Note-Taking and Discussion Scaffold (Individual version)
• LFA 1.3 Note-Taking and Discussion Scaffold (Investigation Team Summary version)
  

What does the educational evidence say? 

• Optional Reading: Family-School Partnerships 
  
• Optional Reading: Review and critique of student reporting
  
• Professional Reading Discussion Guide
  
• Additional Reading 1: Communicating Student Learning Progress_A Review of Student Reporting ( Hollingsworth, Heard and Weldon) 

What does the system level say? 

• DE: Reporting Student Achievement and Progress Foundation to 10
• DE: Quick tips for writing reports
• DE: Student report writing checklist
• DE: Reporting to parents and carers -  general information
• DE: Reporting to parents and carers -students with disability and/or additional needs
• DE: Reporting to parents and carers – EAL proficiency and progress
• DE: Student reports and parent/carer, teacher, student conferences

Pulling it together 

• LFA 1.4 Investigations Key points template.  

LFA1 evaluation guide

• LFA 1.5 Evaluation Survey 
  

What can we learn from our current context?

• LFA 2.1 Investigation Part A Booklet: What are students seeking from their assessments?
• LFA 2.2 Investigation Part B Booklet: How strong is our current assessment design?
  

What can we learn from other school communities?

• Website: St Helena Secondary College approach to Assessment and Reporting
• Podcast: Teacher, March 2020. School Improvement Episode 23: Reporting student progress   and achievement
• Booklet: Professional Reading Discussion Guide 
  

What does the educational evidence say? 

• Optional Reading: Conceptual framing of assessment and meaningful reporting
• Extension Reading 1: The role of evidence in teaching and learning (Geoff Masters, 2018)
• Extension Reading 2: Rethinking Assessment in Education – the case for change (Bill Lucas, 2021)
• Additional Resource: Website: Rethinking Assessment. Includes an interview between Bill Lucas and Anthony Mackay discussing Extension Reading 2
• Additional Resource: How education gets in the way of learning (Masters, 2021)
• Booklet: Professional Reading Discussion Guide
  

 

What does the system level say?

Department of Education 

• Assessment in Principle
• Assessment of Student Achievement and Progress Foundation to 10 Policy
• Assessment of Student Achievement and Progress Foundation to 10 – Guidance: Formative Assessment Strategies for Teaching and Learning
• Reporting Student Achievement and Progress Foundation to 10 policy - Guidance: Involving students in assessment and reporting processes
• Evaluate the impact of your teaching – understand assessment design
• Reporting Student Achievement and Progress Foundation to 10 policy - Guidance: Making teacher judgements and assigning scores for student reporting
• Framework for Improving Student Outcomes (FISO 2.0)

 

Victorian Curriculum and Assessment Authority 

•  VCAA Guide to Formative Assessment Rubrics
• VCAA's Indicative Progress Descriptor (Revised)

 

Pulling it together

• LFA 2.3 Key Points Template: Making sense of evidence from both current context investigations

LFA2 Evaluation guide

• LFA 2.4 Evaluation Survey 
  

 

What can we learn from our context?

• LFA 3.1 Investigation: Strengthening Teacher Judgements against Standards booklet (LFA 3.1 booklet). 

What can we learn from other school communities?

• LFA 3.2 Case Study: Westgarth Primary School_Precision Assessment

What does the educational evidence say?

• Professional Reading Discussion Guide. Select a process
• Optional Reading: Strengthening Teacher Judgements
  
• Extension Resource 1: YouTube Clip (3.22mins): Making judgements using the continua of learning and development
• Extension Resource 2: NZ Ministry of Education site Increasing the dependability of overall teacher judgements and Moderation
• Extension Resource 3: Moderation and Teacher Learning (Hipkins, R. and Robertson, S. (2011). 

What does the system level say?

• Guidance on Reporting Student Achievement and Progress Foundation to 10:  Making teacher judgements and assigning scores for student reporting
• Assessment in Practice: Moderation
• Additional Resource: Klenowski, V. & Wyatt-Smith, C. (2014). Assessment for Education: Standards, Judgement and Moderation. Sage Publications Ltd: London. 

Pulling it together

• LFA 3.3 Investigations_Key Points Template

LFA3 Evaluation Guide

• LFA 3.4 Evaluation Survey

  

Meaningful reporting workshops: how to make sense of our learning?

• LFA 4.1 Meaningful reporting re-imagined booklet 

Re-imagining workshops: how to put our learning into practice?

• LFA 4.1.1 Analysis Lens 1: Reporting Principles
• LFA 4.1.2 Analysis Lens 2: Forms of Reporting
• Professional Reading Discussion Guides
• DE: Reporting Student Achievement and Progress Foundation to 10 policy | education.vic.gov.au 
• DE: Reporting to parents and carers - general information
• DE: Guidance for reporting at each learning stage
• Optional reading: A Review and critique of student reporting

LFA4 Evaluation guide

• LFA 4.2 Evaluation Survey
• Evaluation of the program – see Evaluating Resources section
  

• Evaluation surveys for each LFA are provided in their sections above
• 3.2 Evaluating_Overall_Investigation TeacherSchoolPractice
• 3.3 Evaluating_Overall_Investigation_Students Parents