Principal Team Editorial

Assessment and Feedback

I had the privilege this week to convene with the SRC and talk about issues that have been hot topics in recent meetings. Whilst I updated them on future plans for the school (such as our building project and the progress that we have made), I predominantly spent time with them discussing an important issue for students and teachers; assessment and feedback.

I left wondering how many SRCs in schools across Victoria are having deep philosophical discussions about whether receiving a grade with their feedback does, or does not, in fact help their learning. Those that have read the newsletter in previous years will know that this is a topic that I have addressed before, and the shift away from students receiving a grade (e.g. A-E, low-high, percentage) is challenging for some students and parents when this type of feedback has been the default for many years. 

I talked to the SRC members about “why” the change to predominantly providing feedback to students in developmental rubrics helps the learning process more than giving a grade ever will. It wasn’t unusual when a student in that meeting said “but getting a percentage gives you a better idea of how you’ve gone.” 

My question in response was, does it really? A grade is a capture of performance at any given time. Performance can be effected by a range of different factors that might interfere at the time. We don’t always give our best performance all of the time. Moreover, unless we have a starting point, measuring performance doesn’t measure or acknowledge learning or growth. 

Is it possible to get 100% on a Maths test, despite not having learned anything new? The short answer is yes. Does getting 100% on a test tell a student anything about the next steps in their learning? The short answer is no. 

At Wantirna College, we are focussed on measuring what students (in very specific detail) learn during a Learning Unit; their growth, not what their performance or achievement is at a particular point in time. Importantly, this is how we determine whether our teaching is effective or needs modification. 

That being said, there are times when we need to measure students' performance. PAT tests, NAPLAN, SACs and Year 11 and 12 Exams are still going to be with us for some time, and yes, students still need to learn how to perform their best when it counts, but now, and into the future, a measure of learning and growth needs to be our priority. 

As this article explains, 'What’s important to remember, as we implement these strategies, is that what students like isn’t necessarily what’s best for them.'

Building Project Update

Each week, we continue to make progress on our new major capital works project that would see the ECA demolished, to be replaced by a competition grade two-court basketball stadium, which includes Performing Arts facilities. 

Meetings are held weekly and many different stakeholders have been invited to provide their input and feedback. This new facility is likely to be positioned on the bottom oval and this will really transform our presentation to the street and surrounds. Surveying and drilling works have already been completed to prepare for detailed plans early next year. I look forward to giving you more updates on our progress in the future.

Year 12s

We are now days away from completing all of our Year 12 Exams. Many of our students, have finished and are enjoying a well earned break. I look forward to discussing their success and the Valedictory celebration in the next newsletter.

Kevin Murphy

Principal