Assessment and Reporting

The assessment process in place at TC includes continuous and summative reporting to our community. Students are assessed on their work and study habits, academic achievement, and academic progress.

The elements of our reporting in include:

Work and Study Habits Index (WASHI)
Continuous Feedback on Learning Tasks
End of Semester Reports

All components will be created, completed and published through Compass Reporting.

WASHI

Students receive feedback on their work and study habits from each of their teachers every month.

Students are assessed against the following criteria:

Readiness to learn: Do you come to class with the required materials, pre-learning completed and an open mind?

Behaviour: Does your behaviour support a focused and inclusive environment?

Participation and contribution: Do you actively engage with and contribute to classroom learning?

Academic effort: Do you complete all required tasks and actively seek to extend your skills?

For each criteria, students receive a rating of either ‘Exemplary, Consistent, Needs Improvement or Not Demonstrated’.

A student who receives a ‘Consistent’ rating consistently meets the high expectations we hold for our young people at TC. We know all of our students can meet these expectations with the right support and modifications based on their learning needs.

Students receiving ‘Exemplary’ are those who go above and beyond these expectations; students who receive a ‘Needs Improvement’ are not yet meeting the expectations.

Our recalibrated WASHI reflects our TC Consistencies and high expectations of our students. Students might find that their WASHI GPA is initially impacted by the changes in 2020. The following points system will apply:

Exemplary (4)
Consistent (2.67)
Needs improvement (1.33)
Not demonstrated (0)

Attendance data and learning data are reported on through other means on Compass, and not incorporated into WASHI.

Expectations for each criteria in WASHI are outlined in the matrix below. Staff should refer to this while completing WASHI, and students should refer to this when reflecting on their WASHI scores.

Readiness to learn Do you come to class with the required materials, pre-learning completed and an open mind?
Needs Improvement	Consistent	Exemplary
You do not consistently arrive at class ready to learn. You might be: Forgetting your resources (texts, charged device, writing materials) Requiring encouragement to begin your work, often not starting on your own. Not completing your pre-learning Not taking responsibility your learning (e.g. behind on work; not following up with teacher)	You are consistently ready to learn. You might demonstrate this by: Being focused and ‘present’ in class with a learning mindset Bringing writing materials, required texts, and charged device Coming to class with required pre-learning completed Demonstrating a positive attitude towards peers, teacher and the learning environment Arriving at class ready to try new things Bringing optimism and curiosity to your learning Being open to challenging learning experiences Regularly checking learning platforms to stay informed (e.g. Teams and Compass)	Your readiness to learn exceeds expectations and has a positive impact on those around you. You might be demonstrating this through: Completing home learning which goes beyond required work for the subject Independently extending your knowledge and skills beyond the classroom through a wide range of sources and experiences Bringing a range of materials, resources or artefacts into the classroom to enhance learning Proactive in communicating changes or updates to scheduled learning to peers.

Behaviour Does your behavior support a focused and inclusive environment?
Needs Improvement	Consistent	Exemplary
Your behaviour does not consistently contribute to a focused and inclusive environment. You might be: Acting in ways that interfere with your own learning and the learning of others Missing key instructions due to inattention Actively engaging with distractions Distracting others from learning Mistreating classroom resources or others’ belongings Choosing not to follow classroom protocols Using offensive or derogatory language.	Your behaviour consistently supports a focused and inclusive learning environment. You might demonstrate this by: Acting in a way that recognizes the right for teachers to teach and students to learn Demonstrating consideration and empathy towards others Listening carefully to instructions so you know what to do Working inclusively and cooperatively with a partner or group Maintaining a volume appropriate to the task or situation Taking responsibility for your actions and behaviors Recognising and expressing your emotions with consideration of others Respecting classroom environment and leaving it better than it was found Works towards resolutions instead of focusing on problems or arguing.	Your behaviour exceeds expectations and has a positive impact on those around you. You might demonstrate this by: Helping to refocus group norms by reminding peers of shared expectations Supporting others to consider and engage with alternative views in a productive way Modelling expected behaviours to support learning.

Participation and contribution Do you actively engage with and contribute to classroom learning?
Needs Improvement	Consistent	Exemplary
You do not yet consistently participate and contribute to learning. You might be: Demonstrating reluctance to work with new people Demonstrating reluctance to contribute your own ideas to discussion Struggling to remain on task during class activities Disengaging from class activities Participating disingenuously.	You consistently participate in class activities and contribute to learning. You might demonstrate this by: Giving it a go; attempting all classroom tasks to the best of their ability Actively engaging in independent work Actively engaging in collaborative activities, discussion and groupwork Listening to others contributions in discussions and taking notes of key points Contributing your own ideas to discussions Asking questions of peers and teachers to deepen understanding/build knowledge base Respectfully dealing with opposition and difference in ideas Contributing to worked examples and jointly constructed responses Working respectfully with a range of peers, not just your friends.	Your participation and contributions have a positive impact on the learning of others. You might demonstrate this by: Encouraging others to participate by acknowledging their contributions and building on them Helping to create a safe space for others to take learning risks Always making eye contact with the person you are talking to, and addressing people by name in group discussions rather than just talking to the teacher Always working to create a positive and safe learning environment.

Academic effort Do you complete all required tasks and actively seek to extend your skills?
Needs Improvement	Consistent	Exemplary
You haven’t fully committed to actively extending your skills. You might be: Not seeking help when needed Submitting tasks late or not at all Demonstrating reluctance to seek or act on feedback Not pushing yourself to extend your skills; content with ‘coasting’ Lacking a study routine to support your classroom learning Failing to complete tasks during class time.	You consistently put in academic effort, completing all the required tasks and actively seeking to extend their skills. You might demonstrate this by: Approaching your learning with a growth mindset, rather than focusing on achievement Using assessment criteria to reflect on your own work and seeking teacher feedback on how to improve Practicing skills outside of the class space to enhance performance Submitting regular drafts or practice work to your teacher for feedback Managing your time effectively to complete set tasks Keeping a bank of key terms and vocabulary words to develop your written and spoken expression Taking pride in the presentation of your work or performance of your skills	Your academic effort has a positive impact on the learning of others, fostering high expectations and excellence. You might demonstrate this by: Taking notes during class discussions, and using this in your regular study and revision in order to build your understanding Reworking assessments based on teacher feedback Reading or viewing widely to build your subject knowledge Modelling your skills to others to transfer expertise Habitually coaching, guiding, and supporting your peers to develop their skills Pushing yourself to grow and develop, regardless of your stage of learning.

Continuous Feedback on Learing Tasks

We employ a continuous approach to assessment and reporting, providing timely written feedback on summative assessment. Summative feedback is provided to students and families on a continuous basis through Compass. Continuous Reporting feedback is compiled at the end of each Semester for End of Semester reports. This is outlined in further detail in the tables below:

End of Semester Reports

At the end of each Semester students will receive a Summative Report. This report collates previous forms of feedback, in addition to providing the measurable progress of student achievement comparable to the Victorian Curriculum Levels.

Summative Reports will be published each Semester through Compass.

The below table indicates what is to be included in a Continuous Reporting Learning Task.