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This webpage has been archived to prepare for transfer to the new NESA website. Reference to syllabus outcomes and content on this webpage may not be current. Teachers are encouraged to visit the Key Learning Area page for recent student work samples on the NESA website.

Assessment Resource Centre (ARC)

  1. Years 9-10
  2. Stage 5 Grading
  3. Practices to support Stage 5 grading
  4. Assessing: whole school
  5. Keeping records
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Keeping records

Keeping records

Recording student performance needs to be manageable. It need not occur after each activity in which students are engaged. You should make decisions about when student performance should be recorded, which aspects to record and in what format. You can then use this information to determine what stage students are at in their learning, what needs to be taught next and in what detail, and form a snapshot of student achievement at key points.

For the Record of School Achievement, you need to keep information related to the achievement of your students so that you can map their overall achievement to a grade description at the end of Stage 5. There is no requirement for particular grades you have awarded to be supported by detailed collections of evidence for each student. You will, however, want to be able to explain why particular grades have been awarded to students at the end of Year 10 and have some evidence on which to base your judgements.

The method you choose should:

  • be consistent with your faculty and school assessment policies
  • be sufficient to enable you to make accurate judgements concerning each student's achievement in relation to the Course Performance Descriptors
  • relate the assessment information to the Areas for Assessment and/or outcomes that were assessed
  • enable you to make comparisons between classes in the same course
  • be sufficient for your school's reporting purposes
  • be understood and able to be interpreted by other staff members.

Ways to record information

Any of the following may be used, depending on the type of assessment activity:

  • grades
  • visual representations
  • individual comments
  • observations
  • marks.

A mixture of these may be used for the one class. Whichever method is chosen, it should suit the reporting methods used by your school and thus make reporting efficient and manageable.

Recording grids may be used, such as the ones shown for some activities in this website. You can use your markbook to store virtually any of the above ways to record information. If you use an electronic markbook, it is wise to have a back up system so that records are not lost due to computer malfunction.

The Board does not make any particular recording method mandatory. Keeping portfolios of student work can be cumbersome, and does not necessarily improve the quality of judgements made. Whichever method you choose, it should be manageable and allow you to make consistent and comparable judgements of student achievement in relation to standards at key points in the teaching/learning cycle.

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