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Teachers are required to make informed and consistent judgements about student achievement and progress against the standards in the Victorian Curriculum F-10 for all learners.
An on-balance, evidence-based and defensible judgement is made about where a student is located on the learning continuum. This is achieved through the ongoing process of:
- gathering data from a variety of formal and informal tasks and learning experiences
- gathering data over a period of time
- analysing and interpreting the data
- using and reflecting on the data to improve future learning.
Student progress will vary depending on each school’s teaching and learning plan. The school’s teaching and learning plan will identify what is taught, assessed and reported.
An important aspect of curriculum planning is being able to articulate what student progress looks like, using the achievement standards in the curriculum continuum.
You may consider developing indicative progress descriptions to assist you to explain the learning expectations to students and assess and report student achievement.
For indicative progress templates, annotated indicative progress examples and student work samples for specific curriculum areas, see:
VCAA Curriculum area advice
For information about whole-school curriculum planning, see:
VCAA Curriculum planning resource
You make a judgement of the student’s level of achievement against the achievement standards and determine a score that accurately reflects where the student is located on the learning continuum for all curriculum areas taught during the reporting period.
All students’ achievement can be recorded using a score. Using scores supports the monitoring of the student’s progress along the learning continuum. Scores are recorded using a value within the scoring range for the curriculum area being reported. The scoring range for the Victorian Curriculum F-10 is A-11.0.
The Towards Foundation Level A to D continuum is used for students who are progressing towards achieving the foundation level achievement standards. For students who are not yet assessed as having reached 0.5 in the foundation level scoring range, the Level A-D continuum should be used to report student achievement and the scores A-D used to record levels of achievement.
When more than one teacher teaches the same curriculum area (learning area and/or capability) to a student during the reporting period each teacher will make a judgement about where the student is located on the learning continuum. The school’s moderation process should be used to determine the level of achievement to be reported and the score to be recorded or each teacher could record a score for the student’s level of achievement in the school’s reporting software. A single score will be created by the software. This final score should be confirmed by the relevant teachers.
A ‘did not participate’ or ‘DNP’ is used when students are not being assessed in a curriculum area/strand/mode for the reporting period. You would use a ‘DNP’ entry when you do not have a suitable amount of evidence of a student’s level of achievement, due to special circumstances, to make a defensible and on-balance judgement against the standards. See:
Scores are recorded in the school’s student reporting software package or directly into CASES21, see:
Recording student achievement data
Involving students in the reporting process is critical. This can be done through the process of giving and receiving feedback. Feedback is one of the most effective teaching and learning strategies and has an immediate impact on learning progress. Providing frequent and ongoing feedback is a significant means of improving achievement in learning.
Giving and receiving feedback as part of the reporting process means that the students have:
- a clear picture of progress made to date
- an understanding of their strengths and areas for improvement
- the capacity to set individual learning goals and targets to achieve further improvement.
For information on feedback and reporting see:
Feedback and reporting
Portfolios assist teachers to make consistent and defensible judgements about student achievement against the achievement standards, and support teachers to explain and share student progress.
Schools using portfolios engage in ongoing assessment and reporting that provides parents and carers and other teachers with rich and regular information and clear indicators of student achievement and progress over time.
Using portfolios teachers make judgments based on a planned and targeted selection of evidence of student learning collected during the reporting period. Examples in the student’s portfolio of work, such as assessment tasks, can be used to provide a greater level of detail of the student’s achievement and progress to parents and carers.
Schools are encouraged to use information directly from student portfolios when writing student reports, or by referring to the information contained in the portfolio on the student report.
For information on using digital portfolios, see: