hps assessment policy

2
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The  docucontains  gdocument

Assessmen

Assessmen

understand

it needs to 

Assessmen

Assessmen

are  interes

not all met

Assessmen

Assessmen

know, unde

experience

and unders

know what

Assessmen

Assessmen

knowledge

Assessmen

The  focus 

information

the  award

learning cy

Assessmen

Assessmen

allow teach

Assessmen

Assessmen

ment,  “Pringuidelines  rt follows. 

nt should be 

t  needs  to

dings of the 

be directly li

nt should be 

t needs to p

sted. This me

thods are cap

nt should be f

t  needs  to  p

erstand and 

s, abilities, o

standings th

t is assessed,

nt should be 

t  needs  to 

e, skills and u

nt should pro

of  assessm

n can be use

ding  of  a  gra

ycle (assessm

nt should be 

t needs to be

hers and stud

nt should dra

nt needs to b

HO

nciples  of  Aregarding  a

relevant.  

o  provide 

learning out

inked to the 

appropriate

provide inform

eans  that we

pable of prov

fair.  

provide  opp

can do. Stud

or gender di

at the asses

, how it is ass

accurate.  

provide  evi

understandin

ovide useful 

ment  is  to 

ed for both su

ade,  or  form

ment for learn

integrated i

e an ongoing

dents themse

aw on a wide

be efficient, m

MEBUS

Asse

Assessmentassessment 

information 

tcomes specif

syllabus stan

e.  

mation abou

e need to us

viding inform

portunities  fo

dents should

ifferences  th

sment is inte

sessed and t

idence  that 

gs. 

information

establish  w

ummative pu

mative  purpo

ning). 

into the teac

g, integral pa

elves to mon

e range of ev

manageable

SH PUB

 

essment 

 

t  and  Repopractices  i

about  stu

ified in the N

ndards. 

ut the particu

se a variety 

mation about

or  every  stu

d not be adva

hat are not  r

ended to ad

the worth of 

accurately 

n. 

where  studen

urposes (the

oses  to  feed

ching and lea

art of the tea

nitor learning

vidence. 

e and conven

LIC SCH

Policy

rting  in NSn  schools. 

udents’  kno

NSW syllabus

ular kind of 

of assessme

t all kinds of 

dent  to  dem

antaged or d

relevant  to  t

dress. Stude

the assessm

reflects  an 

nts  are  in 

 assessment

d  directly  int

arning cycle.

aching and le

g. 

nient  

HOOL 

SW  Public  SA  summary

owledge,  sk

s documents

learning in w

ent methods 

learning. 

monstrate w

disadvantage

the knowled

nts have the

ment. 

individual  s

their  learni

t of learning)

to  the  teach

earning cycle

Schools” y of  the 

kills  and 

s. That is, 

which we 

because 

what  they 

ed by life 

dge,  skills 

e right to 

student’s 

ing.  This 

), such as 

hing  and 

e. It must 

At Homebush Public School, teachers will observe the above principles  in their assessment 

practices. Further, teachers will observe the following principles whenever they are involved 

in grade or stage assessments. 

The teacher designing the assessment must remain cognizant of the whole grade (or 

stage) and design an assessment which is fair to all students involved. 

The assessment task should be presented to all involved teachers at a meeting prior 

to its administration. Suggestions and differences should be discussed and resolved. 

All  teachers  involved  should  collaboratively  establish  the  protocols  to be  adopted 

during  the administration of the assessment    (eg   What does the teacher say? Can 

the teacher read parts of the paper for students? How much time is allowed for the 

assessment? Is it an “open book” assessment? etc). 

All students across the grade (or stage) should complete the assessment at the same 

time  or  during  the  same  teaching  session.  This will  prevent  some  students  from 

gaining an unfair advantage over others by discussing the content of the assessment 

before attempting it. 

The marking of the assessment must remain consistent, confidential and fair for all 

students. If necessary, one teacher should mark all assessments. 

Reporting  of  results  to  students  should  be  within  a  reasonable  period  and 

confidential.