At St Joseph’s we approach all learning with a growth mindset. We aim to provide a learning environment that caters for a range of learning styles and developmental levels. Ongoing assessment strategies and data collection enable the teaching staff to ensure student learning achievement is constantly growing and improving.

Assessment for, as and of learning is essential for monitoring and responding to student learning needs and ensuring that teaching and learning experiences are appropriately delivered and facilitated to enable student improvement. With this in mind we have a deliberate and consistent whole school approach to collecting and responding to assessment data.

Teachers use a variety of less formal assessment strategies every day as they track student learning within the learning environment. Formal assessment strategies are also used throughout the year to measure growth, and conceptual understanding of concepts and skills. Standardised testing takes place at the beginning of the year and again toward the end of the year; Best Start numeracy and literacy assessment takes place before students enter kindergarten so that we know what they know prior to beginning formal classes, EMU numeracy assessment (Extended Mathematical Understanding) takes place through MAI’s (Maths Assessment Interviews) at the beginning of the year for all students prior to the beginning of formal classes, ACER PAT Testing is completed once per year in literacy and numeracy with NAPLAN data in years 3 and 5 also adding to the collection of assessment data teachers use to measure growth and respond to in their preparation for future student learning.


School Reporting and Assessment

While assessment for, as and of learning takes place continuously throughout the learning journey of your child at St Joseph’s, formal assessment reporting is collated twice yearly for student and parent information and feedback. A full written report is sent home to parents at the end of Semester One and Two.

Student data is collected at the beginning of each year through Maths Assessment Interviews (MAI’s) and in Kindergarten through the Best Start process (Literacy and Numeracy), this data enables teachers to respond to real time data at the beginning of each year. Assessment data on progress in literacy and numeracy are carefully tracked across developmental continuums of learning to ensure that learning needs are clearly identified and improvement is strategically developed. Teachers meet in Professional Learning Teams (PLT’s) each week to analyse student data and to set direction for future individualised learning needs.  

At the end of Term One each year, the school conducts Parent/Teacher interviews.  There is also an optional interview time set aside for the end of Term Three or beginning of Term Four which can be requested by the teacher or the parent if needed.  

Each kindergarten child has a Student Portfolio Folder that the teacher will place work samples in and assessment sheets that will be linked to particular outcomes being covered in each Key Learning Area.  These folders are sent home twice a year for parents to sit down and look through with their child. These also become a wonderful memento of your child’s first year of school. Students in kindergarten and years 1-6 have a digital portfolio that is housed in the ‘SeeSaw’ app that parents are provided access to each year. This folio is updated regularly and communicated in real time. The folio is managed by both students and teachers. This is also another communication tool in the partnership of learning between teacher, student and family.

Parents/carers are always most welcome to ring and make an appointment to see their child’s teacher about any concerns whenever needed.