SeniorSchoolAssessment Expectations

This policy has been developed so that students, parents and teachers are aware of their responsibilities in the assessment process of all Learning Areas.

Overview

Assessment assists teachers and the school to:

  • Monitor the progress of students and diagnose learning difficulties;
  • Adjust programs to ensure all students have the opportunity to achieve the intended outcomes;
  • Report student achievement to parents;
  • Establish whole school planning, reporting and accountability procedures.

Assessment procedures must, therefore, be fair, valid and reliable.

Assessment Guidelines

NewmanSenior High School has established a whole school approach to assessment and it is important to note that the following responsibilities pertain to all the Learning Areas and Year Groups. Student assessment has guidelines set by the School Curriculum & Standards Authority. Adherence to these parameters is mandatory. At the commencement of the subject, students will be provided with the assessment program, including a general indication of the assessment tasks, which contribute to final assessments, and their respective worth and weightings relative to the subject.

Students’ Responsibilities

  • Complete the prescribed work requirements in each subject by the due date.
  • Complete all assessment tasks described in the Course Outline.
  • Maintain a good record of attendance, conduct and progress.
  • Keep neat, well-organised subject files, including course work and assessed work.
  • Initiate contact with teachers concerning absence from class, requests for extensions, missed assessments and other issues concerning assessment.
Late Work Penalty

In all Learning Areas late work will be penalized 10% of the maximum marks possible per day late, up to a maximum deduction of 30%. Students must submit their work within two weeks of the due date, if students fail to submit their work within this timeframe a resulting score of zero will apply.

Cheating, Collusion and Plagiarism

If cheating, collusion or plagiarism is established in assessment tasks, then the work will not be accepted. Any resubmitted work will invoke a late penalty. If cheating is established during a test/exam, then the relevant work will not be accepted for assessment.

Absence from Class

General – when a student is absent from class, his/her ability to achieve to his/her potential is diminished. If a student is absent from class it is the student’s responsibility to make arrangements to complete any work missed. Extended periods of absence may result in lower levels of achievement or not fulfilling the requirements for the Unit.

Specially scheduled assessments tasks – absence from a specially scheduled assessment task (including tests and examinations) must be explained by a medical certificate, a letter or telephone call from parent / guardian.

Where possible, satisfactory explanation of the absence will enable the student to negotiate with the teacher to complete that task or a similar task.

Assessment Work - If the student is absent when an assessed task is due, then the assessed work must be handed in at the beginning of the next lesson. This is the student’s responsibility.

Extended absence – where a student is absent for an extended period due to injury or illness, he/she must negotiate with the teacher to ascertain what work is required to complete the course. The school will endeavour to provide support for the student’s learning program.

Extension of time – an extension of time will only be granted in exceptional circumstances and only if the student has negotiated this with the teacher concerned, prior to the due date.

Computer Use

NewmanSenior High School has strict guidelines on the use of computer technology resources. Students must be aware that when they are disabled from using the computer through their inappropriate actions, it is the student’s responsibility to negotiate with the teacher on how they can meet the deadlines to complete the assessed tasks. For example, hand written plans and reports can be submitted. Students must be aware, however, that being disabled from using the computer at school seriously disrupts their educational program.

General Course Work and Conduct

In addition to the assessment structure and course outline already provided, students are expected to:

Be punctual to class

Adhere to deadlines for class work, homework and assessment work.

Contribute to discussions.

Work independently

Cooperate in group activities

Listen attentively to instructions

Attempt all work

Be responsible for all equipment and resources

Conduct themselves in a responsible manner with consideration for other class members’ opinions.

Examinations

A written examination will be held in all Stage 2 and 3 courses at the end of Semester 1 and the end of Semester 2. In some courses and subjects a practical exam may also be held.

Examinations may be held in Stage 1 courses where considered appropriate by the Head of Learning Area / teacher- in-charge.

Reporting achievement

NewmanSenior High School reports student achievement at the end of Semester 1 and at the end of Semester 2. The report provides a comment by the teacher for each course unit or subject and the following information:

Semester 1 / Semester 2
Stage 1 Course Units /
  • A grade for the unit
  • A mark based on the weighted combination of the marks for all assessment tasks in the unit
/
  • A grade for the unit
  • A mark based on the weighted combination of the marks for all assessment tasks in the unit

Stage 2 and 3 Course Units /
  • A grade for the unit
  • A mark based on the weighted combination of all the marks for the assessment tasks in the unit, including the semester 1 exam.
  • The mark in the semester 1 exam
/
  • A grade for the unit
  • A mark based on the weighted combination of all the marks for the assessment tasks in the unit, including the semester 2 exam.
  • The mark in the semester 2 exam

All grades reported are subject to Curriculum Council approval at the end of the year.

The parent/guardian will be notified of any changes to that result from the Curriculum Council’s review of the student results submitted by NewmanSenior High School.

For all Stage 2 and 3 course units and Year 12 TEE subjects, a statistically adjusted school mark is reported by the Curriculum Council on the student's Statement of Results. Details of the marks adjustment process are available on the Council website at

Information about calculating the ATAR (Australian Tertiary Admissions Rank) for university entry is available on the TISC website at

Reviewing marks and grades

When a student considers that there is an issue about the marking of an assessment task or about the grade assigned for a course unit or subject they should, in the first instance, discuss the issue with the teacher.

If a marking or grading issue cannot be resolved through discussion with the teacher then the student or parent/guardian should approach the head of learning area/teacher-in-charge of the course or subject.

The student or parent/guardian can request, in writing, that NewmanSenior High School conducts a formal assessment review, if they consider that the student has been disadvantaged by any of the following:

• the assessment outline for the course unit or subject does not meet Curriculum Council

requirements

• the assessment procedures used in the class do not conform with the school’s

assessment policy

• procedural errors have occurred in the determination of the mark and/or grade

• computational errors have occurred in the determination of the mark and/or grade.

The Principal, or a nominated representative, will conduct the review. The reviewer will meet with the student and the teacher independently and prepare a written report. This report will be provided to the student and parent/guardian.

If this review does not resolve the matter, the student (or parent/guardian) may appeal to the Curriculum Council using appeal form is available from the Deputy Principal. Council representatives will then independently investigate the situation and report to the Council’s appeal panel. If the panel upholds a student appeal, Newman Senior High School will make any required adjustments to the student’s marks and/or grades and re-issue reports as necessary.

STUDENTS WITH SPECIAL NEEDS

The school will ensure that students with special needs (as identified by DET guidelines) are catered for in an appropriate way and in accordance with DET and Curriculum Council guidelines.

Upper School Students At Educational Risk Policy

The Upper School Students at Educational Risk Policy is designed as a ‘safety net’ to assist upper school students to achieve their potential. This policy recognises the need for all parties (students, parents and teachers) to actively participate in learning, whilst allowing flexibility to cater for students’ individual needs.

Upper School Students at Educational Risk (SAER) usually fall down in one or more of the following areas:

Attendance

  • Performance
  • Behaviour
  • Attitude

Satisfactory Attendance

The Curriculum Council has given the school the authority to set minimum attendance for a student to pass a subject. The School Council support a 90% minimum attendance for students. If however, we set this at 80% - this translates to the following:

Semester 1 /

Semester 2

Year 11 & 12

Maximum allowable days absent: 20 /

Year 11

Maximum allowable days absent: 15 /

Year 12

Maximum allowable days absent: 12

An absence is defined as non-attendance of a class, except in circumstances such as follows:

  • A curriculum based excursion
  • Representing WA or Australia in a competition

In order to assist a student who may be identified as an Upper School SAER due to absence, the staff will intervene formally at the following three stages:

Stage One

After eight days absence (Year 11 & 12, Semester One); or

After eight days absence (Year 11, Semester Two); or

After six days absence (Year 12, Semester Two):

The Year Coordinator will meet with the student. A letter or phone call will be sent to the parents advising them of the absence and a meeting may be held.

Stage Two

After 15 days’ absence (Year 11 & 12, Semester One); or

After 12 days’ absence (Year 11, Semester Two); or

After 9 days’ absence (Year 12, Semester Two):

An Upper School SAER Review Panel will be convened by the appropriate Deputy Principal, comprising the following:

Student

Parent(s)

Year Coordinator

Deputy Principal

Stage Three

After 20 days absence (Year 11 & 12, Semester One); or

After 15 days absence (Year 11, Semester Two); or

After 12 days absence (Year 12, Semester Two); or

If the student has not complied with the conditions of Stage Two, parents will be contacted to discuss viable options for the student other than full-time schooling. A meeting will be held with documented outcomes to be forwarded to the Principal and a copy kept in the student’s records.

Satisfactory Performance & Attitude to Work

Students need to be aware of the need to keep up with the work and submit all class work on time and in good order. Staff also needs to ensure that they provide flexibility to cater for students who do not meet deadlines and support students in their learning so they can achieve graduation. In order to assist a student who is at risk of not meeting the requirements for Secondary Graduation, the staff will intervene formally at the following three stages:

Stage One

Teachers will have face to face meetings with the parent and student at risk prior to any formal reporting received. Students will have been advised both verbally and in writing that they are at risk of not passing the subject. If after face to face and phone meetings with the parent the student is still at risk. The Year Coordinator will meet with the student. A letter will be sent to the parents advising them of the meeting.

Stage Two

An Upper School SAER Review Panel will be convened by the appropriate Deputy Principal, comprising the following:

Student

Parent(s)

Year Coordinator

Student Services Coordinator

Stage Three

If the student has not complied with the conditions of Stage Two, parents will be contacted to discuss viable options for the student other than full-time schooling. A meeting will be held with documented outcomes to be forwarded to the Principal and a copy kept in the student’s records.

Satisfactory Behaviour

It is expected that Senior School (Year 11 & 12) students behave appropriately at all times whilst at school and act as role models for other years. Poor behaviour will not be tolerated and students who misbehave will follow the school’s Behaviour Management structure. Any upper school student who is suspended will automatically be considered to be an Upper School SAER.

Staff intervention for an Upper School SAER because of unsatisfactory behaviour will follow the same three steps as that for ‘Performance’.

Appeals

The parent of any student who is unhappy about the processes followed for an Upper School Student At Educational Risk should discuss the matter with the Principal.

Privileges

Any student that is at Stage Two or Stage Three of the Upper School SAER process may not be considered for extracurricular activities such as Country Week, School Ball and interschool carnivals.