Assessment Culture at St Joseph's 

At St Joseph's, we continually use a range and variety of assessment strategies to plan teaching, set learning goals and monitor progress. As teachers are preparing to write Semester One reports for students, they will use various assessment tasks to gather information and data. 

What is Assessment? 

What's the first thing that comes to mind when you hear the word "assessment"? It's probably "test" or "exam." But assessment is so much more than that single moment of evaluation. 

The term 'assessment' derives from the Latin verb 'asserde,' meaning 'to sit beside.' This concept fundamentally shapes the philosophy at St Joseph's. As Swaffield (2009) states, "By sitting beside, literally or metaphorically, teachers gather evidence, interpret it, and provide information about what the students have learned, how successful their teaching has been, and what to do next." 

Assessment at St Joseph's isn't simply about measuring achievement - it's a transformative process that involves analysing and interpreting data collected, reflecting on findings, and making informed judgments to enhance student learning. 

Types of Assessment at St Joseph's 

Our classrooms incorporate three complementary assessment approaches as outlined by the NSW Education Standards Authority (NESA): 

Assessment for Learning (Formative): This descriptive process involves teachers gathering evidence about students' knowledge, understanding and skills to inform their teaching practice. Sometimes referred to as 'formative assessment', it occurs throughout the teaching and learning process to clarify understanding, diagnose misunderstandings, and make informed decisions about next steps in the learning journey. 

Assessment as Learning: This occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning. This develops students' cognitive skills through self-reflection and goal monitoring. 

Assessment of Learning (Summative): This assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as 'summative assessment', it usually occurs at key points during a teaching sequence or at the end of a unit, term or semester, and may be used to select grades. 

St Joseph's Assessment Culture 

At St Joseph's, teachers are developing a set of assessment norms that reflect the school's values and educational philosophy. Our approach emphasises growth over perfection, focusing on each student's individual learning journey. Teachers create a supportive environment where assessment is viewed as an opportunity to demonstrate learning rather than a source of stress. The school believes in balanced assessment practices ensuring students can demonstrate their understanding in ways that suit their learning styles. Regular feedback is embedded in the assessment cycle, allowing students to understand their progress and set meaningful goals for improvement. 

Partnering with Parents on Assessment 

Parents play a crucial role in shaping children's attitudes toward assessment. Many of today's parents experienced a very different assessment culture during their own schooling - one often focused on ranking and competition rather than growth and development. Today's assessment approaches at St Joseph's are designed to ensure students achieve their personal best, regardless of where they begin their learning journey.  Parents are encouraged to embrace this evolved understanding of assessment by maintaining a positive attitude, focusing on effort and improvement rather than comparing results. When children sense anxiety about assessments, feelings can be internalised which can negatively impact attainment. Instead, the school invites parents to discuss assessments as valuable insights that help teachers, and ultimately students, identify the next steps for growth. By working together with this mindset, families and educators can ensure children view assessment as a helpful part of learning rather than something to fear. 

Looking Forward Together 

At St Joseph's, the school is creating assessment-capable learners who understand their own progress and can take ownership of their learning journey. We believe that assessment is not an end in itself but a powerful tool for growth that guides both teaching and learning. When students understand where they are, where they need to go, and how to get there, they develop confidence and independence that extends far beyond the classroom. By focusing on individual growth rather than comparison, each student recognises their strengths and identifies areas for development. St Joseph's appreciates the partnership with families in this journey, and together, the school community will help each child develop into a confident, self-aware learner who embraces assessment as an opportunity rather than a challenge. 

Zoe Parish
Primary Coordinator