Archdiocese of Canberra and Goulburn
Catholic Education Office

Assessment Data – Collection and Use

Related Policies:

Assessment Data – Access and Storage
Privacy

Purpose:

The purpose of the Policy is to:

• provide advice on appropriate procedures for the collection of assessment data in schools; and
• provide schools with clear advice and a framework for the use of internal and external assessment data to ensure that information about student achievement is used to improve learning outcomes for students.

Principles:

Assessment data provides valuable teaching information which should be used effectively and strategically, whilst complying with confidentiality requirements.

In determining how assessment data can be collected and used in a Catholic school, the following overriding principles apply. Assessment data will be collected and used to:

• promote student learning;
• reflect the mission of the Catholic school within the wider Church;
• effectively inform parent, teachers and students;
• link a variety of assessment measures to form a comprehensive picture of student achievement;
• assist in the identification of the learning needs of particular students;
• promote a spirit of collaboration among schools and teachers for the benefit of students;
• protect student privacy

Policy:

Collecting and using student achievement information is to be conducted within the framework of the System's Privacy Policy which reflects the requirements of the Privacy Act and the Privacy (Private Sector) Amendment Act.

CEO employees, at system and school level, will not publish or broadcast, or aid in the publication or broadcast of any information on achievement which allows individual students to be identified or which ranks schools.

Definitions:

Student achievement information is the information gathered through formal and informal assessment including diagnostic, formative and summative processes. This relates to information gathered:

• at the school level about the student achievement of outcomes in all areas of study and through a wide variety of strategies; and
• from external testing and the resulting data provided to schools and the system.

The Basic Skills Test (BST); Secondary Numeracy Assessment Program( SNAP); English Language and Literacy Assessment ( ELLA); Primary Writing Assessment ( PWA); and Australian Capital Territory Assessment Program (ACTAP) serve both diagnostic and summative purposes.

Formative assessment is used to monitor learning progress during a learning sequence. It provides continuous feedback to teachers and students, which enables them to monitor progress and identify and address errors in learning.

Summative assessment seeks to establish the level of achievement attained by a student, and typically occurs at the end of a learning sequence, course or unit. Although the main purpose of summative assessment is to establish levels of achievement for reporting and certification, it also provides information for judging the effectiveness of teaching.

Diagnostic assessment is an evaluation of a learner's skills, strengths and weaknesses.  This is carried out with an individual or group.  It gives a thorough indication of achievement which level a student needs to be placed for each subject and also in which specific areas of work the student needs to improve.

Procedures:

1. The Director and CEO officers will:

• identify significant trends in student achievement;
• inform schools and divisions of significant trends in student achievement;
• indicate areas for curriculum review and reform;
• analyse the assessment data in order to evaluate progress in meeting identified priorities;
• identify issues which need investigation and further support;
• use assessment data to inform the Registration process; and
• provide information about the achievements of students to state & territory authorities as required.

2. Principals will:

• manage the confidentiality of school and student assessment records;
• implement policies and guidelines relating to teaching and learning, assessment, recording and reporting;
• use assessment data to inform the Registration process;
• brief Registration Panels on the use of assessment data to inform strategic planning;
• work with School Boards to inform the school community of the purposes and use of assessment data; and
• ensure that assessment records are appropriately stored.

3. Teachers will:

• monitor student learning as well as the effectiveness of their own programs, teaching methods, record keeping and assessment tasks;
• inform students and parents of student progress;
• discuss progress with students and parents; and
• use the data for strategic planning in curriculum, pedagogy and improving learning outcomes for students.

4. Parents will:

• be given the opportunity to discuss their child's progress;
• be informed about the purposes for data collection and its uses; and
• receive information relating to their child's achievement.

References:

Schedule A: NSW Schools Archdiocese of Canberra and Goulburn. Protocols for the Analysis and Reporting of External Testing Data

Schedule B: ACT Schools Archdiocese of Canberra and Goulburn. Protocols for the Analysis and Reporting of External Testing Data

Forms:

Nil

Last updated on December 2, 2006