Assessment
The primary role of assessment is to establish where students are in their learning so that teaching can be differentiated and further learning progress can be monitored over time. It provides information that assists teachers to target their teaching at the point of student need. Assessment is most effective when it is an integral part of teaching and learning programs.
Assessment involves:
- establishing where students are in their learning
- ongoing monitoring
- formative and summative tasks
- providing feedback about student progress.
Common Grade Scale
The common grade scale can be used to report student achievement in both primary and junior secondary years in all NSW schools.
Course performance descriptors
Course performance descriptors provide holistic descriptions of typical achievement at different grade levels in a specific course. They are used to identify and report a student’s level of achievement in a Board Developed Course at the end of Stage 5.
Grade A
A student performing at this grade typically:
demonstrates extensive knowledge and understanding of diverse factors that contribute to Aboriginal identities and the importance of self-determination and autonomy for Aboriginal Peoples
demonstrates comprehensive understanding of Aboriginal Peoples’ local, regional, national and international roles and the importance and roles of Aboriginal families and Communities
demonstrates well-informed analysis of the diverse and dynamic nature of Aboriginal Cultures
provides comprehensive explanations about factors that influence perceptions of Aboriginal Peoples and the range of relationships between Aboriginal Peoples and non-Aboriginal people
demonstrates highly developed skills in using Community consultation protocols, ethical research practices and research methodologies.
Grade B
A student performing at this grade typically:
demonstrates thorough knowledge and understanding of diverse factors that contribute to Aboriginal identities and the importance of self-determination and autonomy for Aboriginal Peoples
demonstrates thorough understanding of Aboriginal Peoples’ local, regional, national and international roles and the importance and roles of Aboriginal families and Communities
demonstrates informed analysis of the diverse and dynamic nature of Aboriginal Cultures
provides thorough explanations about factors that influence perceptions of Aboriginal Peoples and the range of relationships between Aboriginal Peoples and non-Aboriginal people
demonstrates well-developed skills in using Community consultation protocols, ethical research practices and research methodologies.
Grade C
A student performing at this grade typically:
demonstrates sound knowledge and understanding of diverse factors that contribute to Aboriginal identities and the importance of self-determination and autonomy for Aboriginal Peoples
demonstrates sound understanding of Aboriginal Peoples’ local, regional, national and international roles and the importance and roles of Aboriginal families and Communities
demonstrates sound analysis of the diverse and dynamic nature of Aboriginal Cultures
provides sound explanations about factors that influence perceptions of Aboriginal Peoples and the range of relationships between Aboriginal Peoples and non-Aboriginal people
demonstrates sound skills in using Community consultation protocols, ethical research practices and research methodologies.
Grade D
A student performing at this grade typically:
demonstrates basic knowledge and understanding of diverse factors that contribute to Aboriginal identities and/or the importance of self-determination and autonomy for Aboriginal Peoples
demonstrates basic understanding of Aboriginal Peoples’ local, regional, national and international roles and/or the importance and roles of Aboriginal families and Communities
describes the diverse and/or dynamic nature of Aboriginal Cultures
outlines factors that influence perceptions of Aboriginal Peoples and/or the relationships between Aboriginal Peoples and non-Aboriginal people
demonstrates basic skills in using Community consultation protocols, ethical research practices and/or research methodologies.
Grade E
A student performing at this grade typically:
demonstrates elementary knowledge and understanding of factors that contribute to Aboriginal identities or the importance of self-determination and autonomy for Aboriginal Peoples
demonstrates elementary understanding of Aboriginal Peoples’ local, regional, national or international roles and/or the importance or roles of Aboriginal families or Communities
outlines the diverse or dynamic nature of Aboriginal Cultures
identifies one or more factors that influence perceptions of Aboriginal Peoples or the relationships between Aboriginal Peoples and non-Aboriginal people
shows some awareness of Community consultation protocols, ethical research practices or research methodologies.
Assessment of Life Skills outcomes
The syllabus outcomes and content form the basis of learning opportunities for students. Through the collaborative curriculum planning process, teachers select specific Life Skills outcomes which are based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.
Assessment should provide opportunities for students to demonstrate achievement in relation to the selected outcomes. Assessment can occur in a range of situations or environments such as the school and wider community. Evidence of achievement can be based on:
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses do not have external examinations or mandatory projects.