Sarah Weidemann

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EDU5TEB
Assessment Task 3
Reporting on Assessment Data
According to BOSTES (2015) assessment is a comprehensive term used to describe
the evaluation of students learning. Assessment is thought to enhance student
engagement, enthusiasm and motivation especially when a variety of resources and
teacher/peer interactions are included (BOSTES, 2015). It is imperative assessment
data is not only reported to students but also to parents and the schools. Schools use a
variety of assessment methods to test the knowledge of their students throughout all
learning areas allowing them to see where they are in relation the Australian
Curriculum standards. However, it is imperative feedback is provided to students in
an appropriate and effective way for it to have any influence on students learning and
outcomes. Additionally, assessment data and feedback are fundamental to student
development and learning outcomes. This information allows teachers to adapt and
develop programs to assist students for the promotion of life long learning.
Nonetheless, parents depend on such information as it allows them to see their childs
progress and compare it against the standards and other students (Ridden &
Heldsinger, 2014). Throughout this piece the importance of assessment data in
relation to the students, parents and school will be discussed. Each area will be
considered with reference to Bendigo South East Secondary Colleges assessment and
reporting procedures along with academic literature.
Students
Providing students with assessment tasks and effective feedback is imperative to
student learning and outcomes. BOSTES (2015), concur that teachers should seriously
consider the way they provide their students with feedback and the effect their
comments have on their students learning and emotional wellbeing. Bendigo South
East Secondary College teachers are required to provide their students with feedback
in the following two ways. Firstly, they are required to give students a result and
written comment and mark on their learning assessment cover sheet (appendix 2a).
The feedback and marks are taken directly from the rubric, which is located on the
back of the learning assessment cover sheet (appendix 2b). Secondly, the teacher

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provides students with a result and comment on their online database, BSE Virtual.
This approach allows students to have ongoing access to their results and comments
throughout the year. Burke and Pieterick (2010) suggest written feedback has a
positive effect on student revision and learning outcomes. Nonetheless, feedback
provided to students must be appropriate and understandable in order for students to
retain such information for further improvement and development (Wiggins, 2012).
Teacher comments may not always be useful and have a heightened risk of being
damaging rather than effective (Burke & Pieterick, 2010). Therefore it is imperative
feedback is of a high quality allowing students to reap the benefits of assessments
(Burke & Pieterick, 2010).
Teachers can use the information collected from assessment tasks to assist
students to develop their knowledge further, focusing on the intended learning
outcomes of the unit (Education Services Australia, 2007). Additionally, assessments
provide teachers with a current understanding of where students are in regards to the
curriculum standards and if this knowledge is suitable for future learning (BOSTES,
2015). Teachers can create differentiated programs if required to assist learning
outcomes for those students who do not meet these standards. Bendigo South East
Secondary College have employed such an approach to learning differences by
creating Learning Support Plans for those students who are academically
challenged. Each plan identifies the area whereby students are struggling most and
require further attention and assistance to ensure students are meeting the
requirements. This plan is then uploaded onto the BSE virtual for all teachers to
access throughout the school to ensure the same practice is implemented for this
student. Providing students with feedback and an approach to develop students
learning abilities is an effective strategy to encourage students to do better. Learning
Support Plans align with Masters (2013) beliefs that successful learning only occurs
when students are given learning opportunities appropriate for their level.
Parents
Assessment not only provides students, teachers and schools with vital information, it
also provides a foundation for parent reports (Ferguson, Churchill & Godinho, 2012).
Reporting is a formal procedure schools use multiple times throughout the year to
provide parents with summative data on their childs progress (Ferguson, Churchill &

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Godinho, 2012). It is the main method of communication schools have with the
parents in regards to student progress (Ferguson, Churchill & Godinho, 2012). This
approach to reporting builds a form of trust between the parents and the school as it is
an opportunity for parents to see that their child is receiving optimal learning
opportunities, and the teaching staff are not hindering their learning (Brookhart,
1999). Schools are responsible for reporting to parents at least twice a year, and it is
up to the school discretion if they report more than this (Ferguson, Churchill &
Godinho, 2012). Teachers have a legal responsibility to report student progress in
some way to parents, therefore; assessment data is an imperative part to teaching.
Ferguson, Churchill and Godinho (2012) suggest schools are to consolidate with
parents about their reporting procedures to ensure the needs and expectations are met.
Nonetheless, Ridden and Heldsinger (2014) concur that parents rely on assessment
data being reported to them. Bendigo South East College is continuously reporting to
their students parents as they have access to their childs BSE virtual dashboard.
Every students dashboard displays the students marks and results for assessment,
which can be accessed by their parents at any stage. Students parents can further
explore this dashboard to see their childs feedback from teachers as well as their
behaviour and work ethic.
Assessment data is thought to be an imperative aspect of parent teacher
interviews as it directs the conversation between teachers, students and parents
(Ferguson, Churchill & Godinho, 2012). Bendigo South East College used to
incorporate the tradition method of parent teacher interviews within their reporting
system to parents. However, they have recently adapted this program and now run a
more open style interview where one teacher is responsible for approximately eighty
students. If a parent requires more information about their childs progress they are
must request an interview with the teacher in charge of that learning area. This is a
result of the large number of students at the school and the inclusion of BSE virtual
where there is ongoing access to students results and feedback. The teacher will also
contact the parents if they feel a student is falling below expected levels to organise a
meeting with staff to discuss learning strategies. Ridden and Heldsinger (2014)
believe that the people of today, more specifically students parents are extremely
absorbed with their childrens level of achievement and standards. Conversely,
Ferguson, Churchill and Godinho (2012) align with the idea that parents prefer to hear

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anecdotal records on their childs academic, behavioral and social performances rather
than hearing their marks.

Schools
Every Education system wants to have the characteristics of a high performing school
(Masters, 2013). Ridden and Heldsinger (2014) believe schools rely on assessment
data to demonstration areas of strengths and weaknesses among the teaching and
learning areas. Assessment data is important for schools as it enables them to further
develop students learning by creating options for student improvement as well as
school improvement. Such aspirations can include the implementation of strategies
like Learning Support Plans. According to Masters (2013) effective school
development requires adequate information about the current circumstances. Regular
assessments can assist with the development of school as it provides more recent
information on areas requiring improvement. Bendigo South East College has
employed a regular assessment approach within the school where they include three
learning assessments each semester. At the conclusion of each unit students are
required to complete what is known as a learning assessment.
Bendigo South East College record student assessment data in a number of ways.
Firstly, student data is collected into a class/ subject spreadsheet where the teacher can
simply look along and see the students mark for each assessment task. Secondly,
another spreadsheet is assembled with student averages for each subject. Lastly,
results are recorded on BSE virtual on each individual students dashboard. It is
compulsory for all teachers at Bendigo South East to record assessment data and keep
a record on BSE Virtual. These results are then generated automatically into
spreadsheets showing student achievement (Appendix 2C & 2D). These results are
open to the students, parents and teachers at all times. Each of these collection
methods allows any teacher to see where students are sitting academically, and can
often allow teachers to predict areas of weakness within their own method.
Assessment data collection at Bendigo South East College is shared among staff
members as teachers provide regular feedback in staff meetings. The communication
between staff members also allows the teachers to look at the students previous
results over a number of years to ensure there is consistent progress. This aligns with

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Ferguson, Churchill and Godinho (2012) belief that it is imperative teachers become
familiar with their students early on to ensure they have an understanding of their
learning abilities and standards.

Conclusion
Students, parents, and schools are all imperative audiences when discussing the
importance of assessment data and reporting systems. Therefore, it is essential all
accompanying bodies work together to create an effective and efficient assessment
data collection and reporting system. Nonetheless, Ferguson, Churchill and Godinho
(2012) concur that students remain the most significant body in the process of
assessment and assessment data reporting. Schools, but more specifically teachers
utilise assessment data within the classroom to identify signs of strengths and
weaknesses to assist them with further education and development of student learning
outcomes. Additionally, parents require a sense of reassurance that their child is
receiving the education they deserve and are achieving adequate levels of
achievements. The academic literature and the information gained from Bendigo
South East College clearly demonstrates the importance of assessment data and
reporting to parents, students and schools to be fundamental to student learning and
outcomes.

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References:
Board of Studies & Educational Standards NSW (BOSTES). (2015). Principles of
Effective Assessment. Retrieved from
http://syllabus.bostes.nsw.edu.au/support-materials/principles-of-effectiveassessment/
Brookhart, S. (1999). Teaching About Communicating Assessment
Results and
Grading. Educational Measurement: Issues and Practice.
Retrieved from:
http://onlinelibrary.wiley.com.ez.library.latrobe.edu.au/doi/10.1
111/j.1745-3992.1999.tb00002.x/epdf
Burke, D., & Pieterick, J. (2010). Giving Students Effective Written Feedback.
Retrieved from
http://ebookcentral.proquest.com.ez.library.latrobe.edu.au/lib/latrobe/reader.ac
tion?docID=650309
Education Services Australia. (2007). Assessment for Learning: Strategic
Questioning. Retrieved from
http://www.assessmentforlearning.edu.au/professional_learning/strategic_ques
tioning/strategic_questioning_landing_page.html
Ferguson, P., Churchill, R & Godinho, S. (2012). Teaching; making a difference,
Second edition. Australia: Wiley.
Masters, G. (2013). Reforming Educational Assessment: Imperatives, Principles
and Challenges. Retrieved from https://latrobe.rl.talis.com/items/E3A6723C4FDA-244D-3405-E65499DA569B.html?referrer=%2Flists%2F64A04E72B72D-82EB-0455-3A8CB14BA985.html%23item-E3A6723C-4FDA-244D3405-E65499DA569B
Ridden, P. & Heldsinger, S. (2014). Effective Assessment facilitates informative
reporting: Reporting to students and parents. What teachers need to know
about assessment and reporting. Chapter 11 pp.90-104. Retrieved from:
https://content.talisaspire.com/latrobe/bundles/5726e075e7ebb68222000020?

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userId=lzd8f1v8FOImSUEeH%2Fb6JwIFdEk
%3D&key=e5d16c82e2f92057059590443900f3cd9402275b8a278215509f8a1
b6756733f
Wiggins, G. (2012). Seven Keys to Effective Feedback. Retrieved from
http://www.ascd.org/publications/educationalleadership/sept12/vol70/num01/S
even-Keys-to-Effective-Feedback.aspx

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Appendices
1. Interview Questions

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2. De-identified copies of Assessment Documents
A. Example Rubric

B. Example Learning Assessment Cover Sheet

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C. Example Elements Grid Criteria & Class List

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D. Example Elements Grid Criteria & Class List