At Wodonga Middle Years College we have a comprehensive and informative assessment and reporting process to improve student performance and keep parents/carers informed of their child’s progress. Click here for our current assessment and reporting schedule.
Grade Point Average (GPA)
The GPA measures how well a student is achieving across five performance areas. Each of these five performance areas is graded on a scale of 0 to 4 (0 being the lowest grade a student can receive and 4 being the highest). It’s expected that every student regardless of academic ability is capable of achieving a 2.8. Those students who receive a 4 are excelling beyond the expected standard. These grades are then averaged to produce one subject Grade Point Average. The subject Grade Point Averages are then averaged to produce an Overall Grade Point Average. For further information about the GAP click here.
Student Led Conferences
Student Led Conferences occur three times a year (Term 1, 2 & 3). Student’s lead a conversation about their growth as a learner, presenting assessment pieces as evidence of their learning. The purpose of each conference is to have an open and honest conversation between the student, teacher and parent/carer. Students are able to share their learning with their parent/carer and participate in a discussion with them and their teacher as an equal.
NAPLAN
Our College along with other schools in Australia sit the NAPLAN testing in May. Students in year 7 and year 9 participate in the testing to measure student’s progress in Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. The results of the NAPLAN testing provide students, parents/carers, teachers and schools important information about student achievement against National Standards.
On-Demand Testing
Twice a year students sit On-Demand testing in Mathematics and English. The tests are designed to link the Victorian curriculum, assessing student achievement against the standards of Number and Reading.
| Achievement standard in classwork and learning tasks including formative and summative tasks | |
| 4 | Learning tasks exceed the expected standard; detailed understanding and original thought. |
| 3 | Learning tasks at the expected standard |
| 2 | Learning tasks approaching the expected standard. |
| 1 | Learning tasks show partial understanding. |
| 0 | Even with help shows no understanding of the skill or task. |
| Productive use of class time indicates work undertaken in class | |
| 4 | Above expected learning tasks, asks questions. |
| 3 | Expected learning tasks completed in class time; joins in discussions. |
| 2 | Approaching expected amount of learning tasks completed in class time; participates in discussion when asked |
| 1 | Occasionally completes learning tasks; reluctant to participate in discussion. |
| 0 | Even with help, no learning tasks completed in class time; no participation. |
| Effort and attitude is a measure of the student’s approach to learning | |
| 4 | Above expected participation; persistence and use of feedback to improve learning; asks for extension work. |
| 3 | Expected participation, persistence and use of feedback to improve learning. |
| 2 | Approaching expected participation and use of feedback to improve learning. |
| 1 | Occasionally participates or uses feedback to improve learning |
| 0 | Even with help, no participation or use of feedback to improve learning. |
| Managing personal learning is a measure of a student’s ability to work independently, collaboratively and to develop organisational skills | |
| 4 | Always works well both individually and in groups; always brings equipment to class; work submitted on time. |
| 3 | Individual work and group work at the expected level, is organised and learning tasks submitted on time. |
| 2 | Sometimes works individually or with others, equipment brought most of the time, some learning tasks submitted on time. |
| 1 | Occasionally works well individually or with others; brings equipment, learning tasks sometimes submitted on time. |
| 0 | Even with help does not meet deadlines or work well individually or with others; no equipment brought to class, no learning tasks handed in. |
| Homework and independent practice of skills may include revision of Cornell Notes or learning tasks set in class to be reviewed or completed at home. | |
| 4 | Homework always completed, regular revision of skills and Cornell notes shown at a high level. |
| 3 | Homework mostly completed and some revision of skills and Cornell notes undertaken |
| 2 | Approaching expected amount of homework or revision of skills or Cornell notes completed. |
| 1 | Homework or revision of skills or Cornell notes occasionally completed. |
| 0 | Even with help no homework or revision of skills or Cornell notes |
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