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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 the year. These assessments 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. 


In Numeracy a variety of assessments are carried out in Numeracy to ascertain students’ levels of mathematical skills, mental computation, misconceptions and the level of support some students might need.  Prior to planning and teaching a mathematical concept, teachers pre-assess students to determine each student’s mathematical understanding in that particular area and to establish what needs to be taught.  The following assessments assist teachers to monitor students’ progress in mathematics


  • Early Numeracy and Number one-one interview. (Foundation)

  • Maths On Line one-one interview (Year 1-4)

  • Essential Assessment program (Foundation- Year 6)

  • Uncovering students mathematical understanding- diagnostic probes (Years 1-4)

  • Pearson diagnostic assessments (Years 5 and 6)

  • Pat-M- Progressive  Achievement Test for Mathematics. (Years 1-6)


As a school, we have worked tirelessly to establish a Multi Tier System of Support (MTSS) model that allows us to teach, monitor and support all students in their Literacy development. MTSS is a three step process that allows us to:


  • Provide services and interventions for all students, including those who are at risk of not meeting grade level 

  • Improve the early identification and support of students with learning needs


Our DIBELS (Dynamic Indicators of Basic Literacy Skills) screening results help us to  monitor student progress closely. We have been able to run various reports that enable us to tailor our instruction and interventions at each tier of support, and track student progress over years.


As teachers complete their beginning of year classroom screening assessments, we are able to identify students who may benefit from additional support. 


Literacy Assessments that support our teaching:


  • DIBELS - Dynamic Indicators of Basic Literacy Skills (F-6)

  • CUBED - Narrative Language Measures (F-3)

  • PAT-R - Progressive Achievement Test for Reading

  • Comparative Judgment Writing Assessments - Australian Projects 3x year in years 2, 4 and 6

  • Sentence Structure Knowledge Assessments 3x year in years 2-6


In accordance  with  the CECV Reporting Student Progress and Achievement: 2022 Revised Guidelines for Victorian Catholic Schools, St Roberts has two formal opportunities provided to families every year:


  • Early Term One - Meet and Greet  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 - Parent/Teacher conversations are complemented by the Semester One Report and are guided by student work samples. They are designed to provide families 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. 


At St Robert’s we are excited to welcome families back into our school and embrace 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.   


Written Reports

At the end of Semester One  and Semester Two, a written report for each student is prepared by class teachers and distributed to families. 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.

  • a general comment.

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

Seesaw - The Digital Portfolio

Seesaw 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. Seesaw is also used by teachers to provide a term overview and update.

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