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Testing and assessment

Assessment and Monitoring 

At Oxley State School, our teachers use a variety of standardised and diagnostic assessments to diagnose learning needs, determine achievement and inform teaching. Assessment is consistent across year levels and is front-ended at the beginning of a unit of work. Students are assessed throughout and at the end of a unit of work to determine their overall understanding. Students in Years 3 and 5 participate in NAPLAN (National Assessment Program in Literacy and Numeracy) in May of each year. This data, along with standardised school assessments, assist staff to monitor and tailor teaching to suit each students' needs. These needs are then discussed by class teachers with the leadership team each term at student support meetings.

Reporting: Quality Feedback Processes

Teachers will provide a formal face-to-face conference with parents and carers twice during the year. These interviews will take place at the end of Term 1 and the end of Term 3, providing an opportunity to discuss student progress so that all adults know how to best support and assist each child during their present journey through the Australian Curriculum. This partnership is critical if each student is to achieve their personal best in making the most of the learning opportunities afforded at school.

Written student progress reports are issued twice yearly, using a five point scale to report student achievement. A variety of assessment pieces are used to demonstrate student learning, inform reporting and develop individualised learning goals. Reporting on student learning reflects the content of what has been taught and assessed in class. 

If parents have any other concerns about their child’s learning progress throughout the year they can contact their child’s teacher to arrange a meeting.

Differentiation and intervention

At Oxley State School we believe that it is imperative for each student to be catered for to maximize their learning potential and achievement. Our school’s pedagogical framework’s central focus is the whole child and as such the expectation for classroom delivery is that differentiation will be a major focus as our teachers deliver explicit teaching with the support, scaffolding and extension required for all students to achieve to their maximum potential.

In a differentiated classroom, the teacher uses:

  • a variety of a ways for students to explore curriculum content
  • a variety of sense-making activities or processes through which students can understand and own information and ideas
  • a variety of options through which students can demonstrate or exhibit what they have learnt.

Student Support and Intervention

Additionally, teachers prepare an Intervention and Extension Plan for highly capable students or students in their class who require support. Individual needs are articulated along with targets and strategies to move students forward in their learning. These targets are shared with students so that they are aware of expectations and goals.

The Student Support Committee meets for a full day each term to respond to referrals form teachers and parents. Intervention varies from Minor to Extensive. We access the knowledge of experts (G.O., STLaN, AWD, AVTs, SEP teachers) to ensure the best possible intervention is provided to the students. Their assistance is particularly important in developing individual learning plans (ILPs).