Teaching & Learning

Enhancing Secondary School Reporting: Fostering Learning Growth and Meeting Students at Their Point of Need

In the evolving landscape of secondary education, the way we assess and report student progress is undergoing a significant transformation. Traditional methods of assessing and reporting are being reevaluated to better reflect student learning and growth. This shift is essential for creating an environment where every student is met at their point of need, ensuring personalised and meaningful educational experiences.

The Shift Towards Learning Growth

Historically, secondary school assessment and reporting has often focused on summative assessments — end-of-topic Common Assessment Tasks and other assessments that provide a snapshot of student performance at a single point in time. While these methods have their place, they can sometimes fail to capture the full picture of a student's learning journey.

In response to this limitation, many schools are shifting their focus towards measuring learning growth. This approach emphasises continuous progress and development over time, rather than isolated performance metrics. By tracking growth, teachers can provide more detailed feedback that highlights how much a student has learned, improved and developed skills over a period.

Meeting Students at Their Point of Need

One of the core principles of modern education is personalised learning. Every student comes to the classroom with unique backgrounds, strengths and areas for improvement. Recognising this diversity, educators are adopting strategies that meet students where they are, tailoring instruction to their individual needs.

Teachers are employing various formative assessment techniques to understand each student's current level of understanding. These assessments are about gaining insights into what students know and what they need to learn next. Examples include pre-testing, quizzes, class discussions, peer assessments and one-on-one conferences.

By using these formative assessments, teachers can adjust their teaching methods accordingly. This proactive approach ensures that each student receives the support they need to access what they are ready to learn next.

We will be keeping parents informed as we progress towards a more growth-focussed model of teaching, learning and reporting. Please feel free to contact the College if you would like further information.