Making teacher judgements and assigning scores for student reporting
Teacher judgements form the basis of student reporting.
Teachers make judgements about the student’s level of achievement against the achievement standards and determine scores that accurately reflect where the student is located on a 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 curriculum is used for students who are progressing towards achieving the Foundation level achievement standards
- The Victorian Curriculum F-10 EAL scoring range is from:
- A1.1 to A2.3 for students on the A pathway
- BL.1 to B3.3 for students on the B pathway, and
- CL.1 to C4.3 for students on the C pathway
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. Teachers would use a ‘DNP’ entry when they 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. Refer to:
Teachers are required to make informed and consistent judgements about student achievement and progress. These judgements inform the information presented in student reporting.
An on-balance, holistic, evidence-based and defensible judgement is made about where a student is located on the learning continuum. This is achieved through an 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
- moderating with teachers against achievement standards and school defined and disseminated frames of reference such as scoring guidelines and assessment criteria
Student progress will be influenced by each school’s individual teaching and learning plan, and by factors such as time allocation and frequency of tasks. The school’s teaching and learning plan will identify what is taught, assessed and reported.
Teachers may consider co-developing indicative progress descriptions with students to assist with setting learning expectations of students and to assess and report student achievement.
An important aspect of curriculum planning is being able to articulate what student progress looks like, using the achievement standards in the curriculum continuum.
- indicative progress templates
- annotated indicative progress examples, and
- student work samples for specific curriculum areas
Reviewed 21 September 2020