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Reporting at the End of the Compulsory Years

Reporting at the End of the Compulsory Years

What is the purpose of internal (ie by schools) reporting in the compulsory years in your state/territory?
What is the purpose of external (ie by systems/Board/Council) if any reporting in the compulsory years in your state/territory?
What information is currently reported externally?
How is the information reported?
What agency is responsible for external reporting?

What is the purpose of internal (i.e. by schools) reporting in the compulsory years in your Western Australia?

To report to parents/guardians the student's achievement. [Note: with the raising of the school leaving age, it is compulsory for students in Western Australia to attend school until the end of the year in which they turn 17.]

What is the purpose of external (i.e. by systems/Board/Council) reporting in the compulsory years in your Western Australia? (if any)

a. The Monitoring Standards in Education project, coordinated by the Standards and Effectiveness directorate of the Education Department of Western Australia, conducts random sampling testing in Government schools in all learning areas in Years 3, 7 and 10, on a rotational basis at approximately 3-year intervals. The purpose of this testing is to report system level information to the community on the achievement levels of students at the end of the early childhood, middle childhood and early adolescence phases of schooling across all learning areas. This information provides the basis for future curriculum and teacher development for the system implementation of improved strategies in schools and will contribute towards the process of adopting a standards framework in Western Australia.

b. The Standards and Effectiveness directorate is also responsible for the construction and coordination of whole cohort literacy and numeracy testing, undertaken, so far, in Years 3 and 5, and soon to be extended to Year 7. This testing is undertaken in Government, Catholic and some Independent schools. The purpose of this testing is to report to parents, teachers, schools and system/sectors on student achievement in literacy and numeracy as well as on achievement of literacy and numeracy benchmarks.

What information is currently reported externally?

a. Reporting for The EDWA Monitoring Standards in Education random sampling testing includes information on student performance in all learning areas at a system level. Sub-group data of Aboriginal students, boys and girls, and students with a language background other than English are included in this reporting.

b. Reports for whole cohort literacy and numeracy testing include information about students’ maximum levels of achievement in relation to Student Outcome Statements, as well as information about achievement of benchmarks. Comparative data of student achievement in relation to the rest of the population at that Year level is also included.

How is the information reported?

a. Reporting for EDWA Monitoring Standards in Education random sampling testing is at a system level and reports are widely available to teachers, administrators and departmental personnel as well as for public viewing. Neither students nor schools are identified in the reporting process.

b. Reports for whole cohort literacy and numeracy testing are produced for individual students (for distribution to parents), for whole classes (for distribution to schools). District level data is also distributed to District Directors.

What agency is responsible for external reporting?

The Standards and Effectiveness directorate of the Education Department of Western Australia is currently the only agency responsible for external reporting in the compulsory years.

APPENDIX 1 : DEFINITIONS

VOCATIONAL EDUCATION

Vocational Education is a broad ‘umbrella' term that designates a range of programs and strategies that aim to better prepare students for school-to-work transition. It encompasses elements related to education, the world of work and school-industry partnerships.

STRUCTURED WORKPLACE LEARNING

Structured Workplace Learning is:

integrated into a VET program: It operates within the contexts of vocational courses that are recognised by industry, are responsive to industry needs and forms part of a student's exit credential.

structured:

  • It has a clearly articulated and documented purpose;
  • There are clearly identified and documented learning outcomes for students within accredited programs which are linked to post-school qualifications;
  • Placements are of sufficient duration and depth to enable students to acquire a reasonable understanding of the enterprise/industry in order to demonstrate competence according to industry standards of at least Level 1 of the AQF;
  • There is a matching process between the students' skills and interest and work placements; and 
  • Students, teachers and employers are thoroughly prepared beforehand so that the expectations and outcomes of the work placement are clearly understood by all parties.

monitored: The learning is coordinated by personnel with appropriate expertise and adequate resources; and
Support should be made available to students and employers throughout the course of work placement.

regulated: There are clearly stated procedures designed to ensure student safety;
The students are required to understand the roles and responsibilities of employees in the work place and are expected to follow the directions of the workplace supervisors and the other employees.

assessed: The assessment, according to industry standards, is of students' competencies achieved in the workplace which contributes to the overall assessment of the program; and
There are mechanisms for the recording and reporting of students' competencies.

Respondent Information

State/Territory: Western Australia
Contact Officer: David Wood
Phone: (08) 9273 6300
Fax (08) 9273 6371
Email: info@curriculum.wa.edu.au

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