Creating A Culture of Learning: Assessment Tasks and Feedback

Newsletter Articles

Published:

February 19, 2021

Newsletter Edition:

NewsBites, Issue 2 - 2021

Excerpt:

Our Director of Teaching and Learning, Alicia Kent-Rooney, communicates some important information for students and parents about changes to our Assessment Policy, and the importance of draft submissions in teaching and learning.

At Faith, we endeavour to provide all students with the support, encouragement and environments that deliver highly successful learning. Our vision is for every student to reach their personal potential for academic success and development in their chosen pathway.

To help us guide and support students, we provide opportunities for each learner to receive feedback, advice and coaching. In return, it is an expectation that students share ownership in their learning by taking advantage of these opportunities.

 


 

Assessment Tasks

 

Assessment tasks, including the submission of drafts, are critical to student learning.

They provide important indicators of student progress and allow our teaching staff to ensure that students are receiving the attention, resources and communication they require to achieve their full potential. In line with this, we have recently updated our Assessment Policy to include some clearer expectations regarding the submissions of assessment tasks, including the steps to be taken if, and when, students do not uphold their responsibilities in relation to submission.

In keeping with our commitment to Resorative Practices at Faith, these expectations form a general guide, and each student’s individual circumstances are taken into account when making decisions around student support/accountability measures and the reparation of harm to the teacher for non-submission.

Please take the time to familiarise yourself with the updated process for addressing student non-submission, which are summarised in the next section.

 

Non-Submission of Assessment Tasks

 

Ultimately, each student at Faith has a responsibility to submit all tasks and to play a role in the whole-of-College vision for all students to reach their personal academic potential and development in their chosen pathways.

Failure to submit assessment tasks/drafts/finals by the due date has a negative effect on student learning, teacher workload and overall wellbeing. As such, students that are identified as consistently not engaging in submission of assessment tasks/drafts/finals will be subject to the following process:

 

First Non-Submission
  1. Teacher talks to student
  2. Teacher requests next day submission
  3. Teacher emails home
  4. House Leader/Learning Coach discussion
Second Non-Submission
  1. Teacher/Curriculum Leader talks to student
  2. Teacher requests next day submission
  3. Teacher emails home
  4. House Leader/Learning Coach discussion
  5. Curriculum Leader calls home
  6. Student submits OR attends Academic Support Time (Thursday 3pm – 4pm)
  7. Student is unable to participate in co-curricular activities until the task/s is submitted.

Third Non-Submission
  1. Curriculum Leader talks to student
  2. Teacher requests next day submission
  3. Teacher emails home
  4. House Leader/Learning Coach discussion
  5. Curriculum Leader calls home – advises parent of third strike and that next step is Probationary Enrolment Contract
  6. Student attends Academic Support Time irrespective of submission (Thurs 3-4)
  7. Student is unable to participate in co-curricular activities until the task/s is submitted.
Fourth Non-Submission
  1. Teacher emails home
  2. Parents meet with Senior Leadership Team member regarding a probationary enrolment contract

 


Additional Notes

 

  • Non-submission tallies are counted across subjects eg non-submissions for English Maths, Geography and HPE in the same week would be counted as 4 non-submissions and be escalated as such.
  • VET modules are treated the same as QCAA subjects. There is a work program generated at the beginning of every qualification that outlines the progress required to ensure timely completion. This will be used to determine deadlines
  • Three strikes are reset on a termly basis.
  • Part time work commitments outside of school will generally not be considered as a reason for not attending an Academic Support Time session.
    Curriculum Leaders will determine what constitutes ‘submission’ for their individual subjects and circumstances.
  • Planned absences to be negotiated on a case-by-case basis. Senior students have less flexibility as they are bound by QCAA processes. All students will be expected to sit exams or submit assignments prior to the absence.
  • Senior students (Years 11-12) will be subject to QCAA processes whereby non-submission of a final assessment requires marking of the draft. If there is no draft to mark, students are awarded an NR (not rated) which has serious consequences for QCE attainment. Senior students will therefore be processed through the 1st non-submission step followed immediately by the 4th if a draft is not submitted. It is to be remembered that Senior students are in the non-compulsory phase of learning and are therefore enrolled by choice. Choosing to be here means choosing to participate and submit work as requested.
  • Students with AARAs or extra learning needs will be dealt with on a case-by-case basis.

 

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