Assessment and Reporting
Norwood Secondary College, is committed to offering a comprehensive, viable and guaranteed curriculum based on the Victorian Curriculum 7-10 and the Victorian Certificate of Education (VCE). We have high expectations about the content that we teach, the way in which we engage students in learning and the means by which we assess and report their level of understanding. This policy outlines Norwood Secondary College’s obligations relating to student reporting across 7-12 to parents/carers, the Department and the wider school community.
DEFINITIONS
- Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning and teaching practice.
- Reporting is the process by which assessment information is communicated to the students, parents/carers and the community. This information will inform recommendations for future teaching and learning.
GUIDELINES
Assessment practices at Norwood Secondary College will:
- Address all areas of the 7-10 Victorian Curriculum and VCE.
- Recognise that there are different learning styles and ways to assess student academic performance.
- Take into consideration the individual learning needs of students through differentiation and modification.
- Use set criteria and/or an assessment rubric to measure student achievement and progress.
- Provide information on student knowledge, understanding and skills and inform further teaching practice.
- Provide students with feedback that is constructive, timely and meaningful.
- Present opportunities for reflection or self-evaluation to support students with future learning.
Reporting practices at Norwood Secondary College will:
- Satisfy the Department of Education and Training’s (DE&T) mandated reporting processes.
- Be a vital component of the teaching and learning process involving teachers, students and their parents.
- Provide feedback on learning that is constructive, focusing on achievement and areas for further learning.
- Permit teaching staff and school leaders to monitor student learning and academic performance.
IMPLEMENTATION
The staff at Norwood Secondary College are committed to a whole school approach to Assessment and Reporting.
ASSESSMENT
At Norwood Secondary College, students complete common assessment tasks that are undertaken by all students studying a specific subject/year level. These are often summative tasks which assess student learning at the end of a unit against the standards set by the Victorian Curriculum (7-10) or VCE (11-12). Common assessment tasks are published as learning tasks on Compass and appear on the end of semester reports.
Year 7-10
All common assessment tasks are assessed using formalised criteria and an assessment rubric (except for topic tests). Students receive written feedback on their performance with a percentage. The percentage for the assessment will reflect the student’s performance on a specific task. When finalising the student’s achievement against the Victorian Curriculum Standards, teachers will consider a variety of data including common assessment tasks, classwork, standardised tests and homework.
VCE
Students in VCE complete School Assessed Coursework (SACs) and School Assessed Tasks (SATs). Formalised criteria and an assessment rubric is provided to students along with written feedback. Study Designs produced by the Victorian Curriculum and Assessment Authority (VCAA), determine the nature and weighting of these tasks. Student results are reported as a raw score, which is subject to statistical moderation.
*The total result for all SACs/SATs in a study will be statistically moderated by the VCAA against external exam results (including the GAT where applicable).
REPORTING
Grade Point Average (GPA) Reporting
The GPA is a reporting tool where students’ levels of effort and application to their classes are measured. The GPA provides a framework whereby teachers, families and students can work together to promote positive learning habits and behaviours. At Norwood Secondary College, GPA reports are completed once a Term, providing students and families with a “snapshot” of student progress during that period.
| When | What | How |
Once per Term: (*Approximate times) Term 1, Wk 6 Term 2, Wk 5 Term 3, Wk 6 Term 4, Wk 3 | All five-six areas identified below. A rubric explaining each area is available to staff to support their completion and it is also communicated to students and their families to support understanding.
Junior School (Years 7-9)
Senior School (Years 10-12)
| Electronically using Compass reporting software:
For each student in each class teachers assign a progress point for each criteria.
|
Semester Reports
End of semester reports are published to students and parents/carers twice per year in Terms 2 and 4. The semester reports provide a summary of the student’s academic achievement in the different learning areas across the curriculum. The semester reports provide details about the student’s effort, behaviour and organisation and show student progress year to year via a continuum and five-point scale.
| When | What | How |
Once per Semester: (*Approximate times) Term 2, Wk 10 Term 4, Wk 10
| A subject descriptor | Pre-prepared from school curriculum documents / unit plans |
For Students in Years 7 – 10 a judgement against the appropriate Victorian Curriculum Dimension(s)
| As per current reporting procedures, based on a range of evidence | |
All three work habits:
| For each student in each class teachers assign a progress point for each habit:
| |
| For Students in Years 7 – 12 a percentage against specific Assessment Tasks | As per current reporting procedures using an S/N and percentage | |
| Learning Improvement Plan | Pre-prepared in Compass reporting software |
EVALUATION
This policy will be reviewed as part of the school’s three-year review cycle or if guidelines change (February 2026).
https://www2.education.vic.gov.au/pal/reporting-student-achievement/policy?Redirect=1