Self and peer assessment is encouraged as part of developing a culture of reflective practice.

Teachers aim to provide quality feedback that provides scaffolding and extends students’ learning.

Assessment, formal and informal, is constant and provides teachers with information regarding students’ needs, and informs programming which is flexible, but clearly directed. Reporting to parents is done through two formal processes. Teacher-parent-student conferences are held at the ends of Terms 1 and 3. These are based on an informal report outlining the student’s strengths and suggested areas for development, as evidenced in student work samples, and concludes with each student’s goal-setting.

There will be a formal A-E report, as legislated by the federal government, provided at the end of Terms 2 and 4, with the option for an interview upon request.