Student Reports - Making Judgments and Assigning Scores

Towards the end of a semester, teachers make an overall judgement about student progress at the dimension level, using the standards, progression points, and assessment maps.

The judgment will be evidence-based and holistic. That is, based on the evidence gained from the range of formal and informal assessment tasks and activities undertaken over the semester, an overall, balanced judgement is made about which standard or progression point the evidence best matches.

Each standard is broadly associated with the end of a year level. It is very important to remember, however, that although the level 6 standard, for example, is broadly associated with the end of Year 10, there will be students achieving beyond that standard, as well as students who may be progressing towards standards below level 6.

 

Little or no progress since the report 12 months ago

The key question is not where a student ‘should be’, or how many aspects of a standard or progression point are met, but which standard or progression point descriptor the evidence gained over the semester best matches overall.

Having made a balanced judgment of achievement in a dimension (e.g. reading) teachers then assign a corresponding score (e.g. 4.00).

It should be noted that when using QuickVic software if the score entered in the current semester is equal to or less than the score entered 12 months previously then no hollow dot will appear on the graphic of the student report card.

Example:

The placement of the dot when a minimum score is assigned

A ‘D’ rating will be generated by the student report software if the overall domain score is the minimum score that can be assigned for the domain (or for Mathematics and English, the minimum score that can be assigned for a dimension). This means that, for example, at the end of Semester 1 in Prep, a score of 0.00 for Reading will generate a ‘D’ rating. A ‘D’ rating will also be generated at the end of Semester 1 Year 3 for an overall domain score of 2.00 in Science or 2.00 for the dimension of Structure in Mathematics.

To see the minimum scores for all domains and dimensions refer to: table of domain and dimension codes and scores (Word - 103Kb).

If the minimum score, and hence ‘D’ rating, has been given for a dimension or domain, the software will place the black dot to the left of the stripe that represents where the student's achievement is expected to be at this time of the year.

The dot for a ‘D’ cannot be placed in the same position as a low ’C’ – as this would be confusing. It is important that parents see the dot showing that their child is below the expected standard for this time of the year. The written comments should give parents more detail.

Example:

Gifted and high potential students who have been advanced or accelerated

Students that have been accelerated should be compared to the year level they would have been in had they not been accelerated. For example if the student is in the second year of a Selective Entry Accelerated Learning (SEAL) program they will be compared to Year 8 students. Where a student has been accelerated a full year at primary school, they should be compared to the class they would have been with had the acceleration not taken place.

Example:

Chris started school aged five but was accelerated to grade one in the middle of the year. He then completed the rest of primary school in the expected time and then entered a SEAL program in his first year of secondary school. In his first year of secondary school he will be compared against students in Year 6. At this school for the SEAL class, the Year 7 and 8 curriculum is covered in a single year, so that when the SEAL cohort enters their second year of secondary school, they are working on Year 9 curriculum. The SEAL cohort will be compared against students in Year 8 (their ninth year of school). For Chris, who has now been accelerated two years, he will still be compared to students in Year 7 (in their eighth year of school).

This means that no matter where the child attends school, he or she will be assessed against the same standard for the expected year level. This will be particularly useful when students move from school to school.

Charting a gifted student’s progress

The report card charts the student's progress from the previous year to the current year. Parents can see how their child has progressed at school over a two-year period. It is possible for the report card to show that, although the child has received an A (they are well above the expected standard) two years in a row, they may not have made much progress. This would indicate the need to investigate the student’s lack of adequate progress further.

Clear written information tells parents what the student knows and can do. These specific teacher comments are still a very important part of the reporting process. The written information also identifies those areas in which the student needs to be further assisted or extended. When this is the case, the report card clearly describes what the school will do to support the student.

The report card includes an assessment of effort and class behaviour.

Schools may wish to add additional written comments to the report for gifted students.

More information about alternatives to A-E ratings for individual assessment tasks

Students who reach level 6 before the end of year 10

Some students may reach Level 6 of the Victorian Essential Learning Standards (VELS) before the end of Year 10. If these students are enrolled in an accredited senior secondary course such as the VCE, they will receive a separate VCE report.

If they are not enrolled in an accredited senior secondary course but are instead following a school-designed course focusing on broadening or extending their knowledge and skills, that achievement will need to be recognised on the report as ‘beyond Year 10’. These students may be assigned a score of 6.25, 6.50 or 6.75.

More information

Dimension codes and scores table (Word - 103Kb) - for a complete set of scores that can be allocated to dimension

Victorian Essential Learning Standards (VELS) - provides information about the Standards, progression points and assessment maps, including links to in-depth information and PDF documents for each domain.

Assessment Professional Learning Modules - provide more advice on assessment and making consistent judgements using the standards, progression points and assessment maps.