top of page



Assessment and Reporting are both crucial elements of the ‘Learning and Teaching Cycle’ at St Robert’s. We are always seeking ways to further enhance these practices.

For learning to be differentiated, relevant and engaging the school observes purposeful assessments throughout units of work. These assist teachers to make informed and accurate judgments about student learning - their progress and future learning needs.

​Throughout the school year, a cycle of ‘pre-testing’ - to determine each student’s starting point and ‘post-testing’ - to measure student growth and identify the next steps for learning is adopted. Progressive Achievement Tests (Mathematics and Reading), Essential Assessments (Numeracy).


St Robert advocates that reporting to parents about student progress is essential. 

Reporting practices include:

Parent and Teacher Conversations

Two formal opportunities are provided to families every year:

  • Early Term One - These conversations provide a valuable opportunity for parents to share important information about their child with the new classroom teacher, as well as, hear how the child has transitioned into the new learning space.

  • End of Term Two - These conversations are complemented by the Semester One Report and are guided by student work samples. They are designed to provide parents with personalised feedback about how their child(ren) has progressed academically, socially and behaviorally throughout Semester One and to be better made aware of future learning goals. Students in Years 3 to 6 form an integral part of this conversation and with the assistance of their teachers, share their learning achievements and future learning goals for Semester Two. 

St Robert’s embraces an ‘open door philosophy’ that promotes regular communication between the class teacher and families. Thus parents and teachers are encouraged to discuss student learning needs beyond these formal times when required.   



At the end of Semester One (term one and term two) and Semester Two (term three and term four), a written report for each student is prepared by class teachers and distributed to parents. The Report is compliant with the current Victorian School Reporting Guidelines and includes:

  • academic progress that graphically represents whether the student is working ‘below’, ‘at’ or ‘above’ the expected standard.

  • ‘effort’ and ‘behaviour’ judgments (class teachers and specialist subject teachers).

  • a general comment.

  • future learning goals in the key areas of Reading, Writing, Mathematics and Personal Learning.

Seesaw - The Digital Portfolio

It is a digital platform that enables parents to access ‘real-time’ examples of their child’s learning. This will provide parents with timely, interactive and informative information about student learning. 

bottom of page