• Parnngurr Community School
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Assessment

Parnngurr Community School has several layers of strategies for assessing and tracking student learning progress.

Integrated Curriculum; an important strategy is tracking what the teachers are teaching to ensure that students are receiving the right learning opportunities at the right pace. In the Data Room, master maps of the Learning Area curriculum content descriptors are required to be added to twice per term for what has been taught, and discussed as a collaborative staff activity to ensure consistency. Although the school provides a modified curriculum, it is important that students are taught at a pace and breadth appropriate to their language and cultural background without ‘dumbing down’ the teaching.

a. Science Pathways is developing a series of assessment tasks. The emphasis will be on assessing student understanding of the science concepts through a range of activities and work samples that suggest alternatives to literacy. This will inform PRCS practice for assessing HASS, Arts, Technologies, Health and PE. It is important that when assessing Achievement Standards, teachers are not inadvertently assessing literacy skills instead

Literacy: This is such a vital skill that Literacy deserves fine-grained assessment and tracking. The Fitzroy Readers Series provide the school with a comprehensive suite of tools to enable this.

  • Phonics; phonic sounds are introduced systematically and synthetically and reinforced through the Fitzroy Readers Word Skills Workbooks. Therefore student progress is easily charted through this series and is on-going on a daily or weekly basis.
  • Reading; the Fitzroy Readers Reading Tests allows each student to be tested as to the level of reading and reading progress. This is recorded on an on-going basis as per the phonics
  • High Frequency Words; we use the Oxford Word List Top 500 to teach the recognition and understanding of the most common sight words Individual progress in these is recorded as per phonics and reading, as automaticity in these contribute much to fluency and comprehension
  • Writing; work samples from Daily Independent Writing (see English Essential Skills and Strategies) are compared with a set of levelled writing samples from the ACARA resources and recorded on the EAL/D Progress Map

In weeks 3 and 6 of each term, staff collaborate to share this data and discuss improvements pedagogy. A live data wall for each student of the Fitzroy Reader phonics and reading is kept in the staff room. Included on this data wall is the ACARA writing age-levels.

All students are also assessed using the EAL/D Progress Maps which directly address the WA English curriculum. These maps are added to once per term in Week 9 and form a part of the student’s personal records.

Students in Years 3, 5, 7 and 9 are required to participate in the national NPALAN assessments. No other standardised tests are used as they are culturally inappropriate. Assessments in the commercial series for literacy and numeracy are used to show student progress.

Numeracy; the AICS Numeracy Portal provides support, structure and resources for teachers to track student progress and develop appropriate learning experiences from diagnostic assessments.

The Go Maths series has a range of student assessment tools for teachers to track the Mathematics strands additional to the AICS Numeracy Strategy.

The selected Mathematics content descriptors form part of the data wall in the data room and student progress is recorded on a continuous basis here as well as the AICS portal tracking for each student.

Student feedback: Small class sizes allow for students to receive individual and face-to-face feedback on their learning in all learning activities. Each class also has data walls to encourage students to monitor their own progress.