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:
communicates consistently and effectively in Auslan for a range of contexts, purposes and audiences
manipulates linguistic structures and features consistently and effectively to sustain interactions using culturally appropriate protocols
demonstrates an extensive understanding of a range of texts by responding effectively in Auslan and/or English
analyses meaning consistently and effectively in a range of moderately complex texts that use Auslan
demonstrates a perceptive understanding of the interrelationship between language, culture and identity
Grade B
A student performing at this grade typically:
communicates consistently and clearly in Auslan for a range of contexts, purposes and audiences
applies linguistic structures and features consistently to sustain interactions using culturally appropriate protocols
demonstrates a thorough understanding of a range of texts by responding appropriately in Auslan and/or English
analyses meaning effectively in a range of texts that use Auslan
demonstrates a well-reasoned understanding of the interrelationship between language, culture and identity
Grade C
A student performing at this grade typically:
communicates clearly in Auslan for familiar contexts, purposes and audiences
applies linguistic structures and features and uses culturally appropriate protocols
demonstrates a sound understanding of texts by responding in Auslan and/or English
analyses meaning in texts that use Auslan
demonstrates a sound understanding of the interrelationship between language, culture and identity
Grade D
A student performing at this grade typically:
communicates in Auslan with limited clarity for familiar contexts, purposes and audiences
uses a limited range of linguistic structures, features and protocols
demonstrates a basic understanding of texts by responding in Auslan and/or English
identifies and describes information in texts that use Auslan
demonstrates a basic understanding of the relationship between language, culture and/or identity
Grade E
A student performing at this grade typically:
communicates in Auslan with very limited clarity
uses a very limited range of linguistic structures, features and/or protocols
demonstrates an elementary understanding of texts by responding in Auslan and/or English
identifies some information in texts that use Auslan
demonstrates an awareness of language, culture and/or identity
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.