The primary purpose of reporting is to improve student learning. To do this the reporting process must be an integral part of the teaching and learning process. It must enable regular monitoring of student learning and provide ongoing, constructive feedback to students that focuses on ways their learning can be further developed.
This process at Romsey Primary School develops students' capacity to reflect on their learning, their successes and opportunities for improvement - and hence assist their development as independent, life-long learners.
Teachers' reports are based on a range of assessment processes and evidence such as teacher observations, annotated student work samples, tests, portfolios, exhibitions and presentations. Teacher judgements in the reporting process are based on sound evidence and a shared understanding of standards.
Reports to parents provide a picture of their child's development, over time. This aspect of the reporting process supports the development of effective partnerships for learning between teachers, students and their parents. To be effective, these partnerships must be based on trust and the sharing of information to support continuity of student learning and growth.
At Romsey Primary School, two written reports are provided to parents in June and December. Reports are accompanied by a portfolio of work samples produced by the student. Parent/student/teacher interviews are conducted in February and June. Additional interviews can be arranged with teachers at any time by appointment.
The Achievement Improvement Monitor (AIM) is a mandatory multiple choice test in English and Mathematics, administered to all year 3 and 5 students in Victoria. (Exemptions can be granted in some circumstances.) Conducted in August, individual written reports are made available to parents when the assessments are concluded.