Assessment and Reporting

Middle School Assessment & Reporting

At Marrara Christian College we value academic achievement as part of our student’s holistic journey in their time with us.

To ensure high academic standards, our assessment tasks are designed for students to develop and improve in their learning as well as for teachers to plan and teach effectively. Each course has ongoing assessment with a variety of differentiated tasks and supportive strategies, both formal and informal, so that sufficient evidence is gathered to make sound judgements about individual students’ learning.

Defining Assessment

The purpose of assessment is to improve learning, inform our teaching as well as help our students achieve the highest standards they can and to provide reliable reports on students’ achievement.

The wordassesscomes from the Latinword ‘assidere’, which meansto ‘sit beside’. Literally then,assessmentmeans tosit beside the learner. Assessment is used by students and their teachers to understand where they are at in their learning, where they need to go, and how best to get there. It’s a process of gathering feedback to assist the student with their learning progress.

However, assessment is generally understood as the process of gathering and interpreting evidence to make evaluative judgements about student learning. It is the crucial link between learning outcomes, content and teaching and learning activities.

At Marrara Christian College we aim to do both. Ongoing feedback throughout the learning journey to assist the student in progressing through their learning objectives, and evaluative judgements at the end of the learning journey to determine an overall result.

Assessment Task Sheets

All of our assessment task sheets are available to each child when they login to our online learning environment, called Canvas. We also post a copy to our student management system, called Compass, so you can see your child’s tasks when you login to view their page and view the Learning Tasks tab.

Our task sheets all include a description of the task so that students know what they are learning, why the learning is important and what evidences of work are expected, so they can clearly understand what is required of them. Each task sheet clearly highlights which aspect of the Australian Curriculum Achievement Standard it is based on and has marking criteria so students will know how they will be assessed.


Consistent with NT Board of Studies, the grades assigned are from the application of the Achievement Standards and a decision-making system to produce holistic judgements based on a range of evidence by the student work up to that point in time.

The Australian Curriculum’s Achievement Standards describe the quality of learning (depth of understanding, extent of knowledge, and sophistication of skill) expected of students at each year level.

Teachers, using a range of ongoing, integrated, differentiated assessment strategies, ensure that each student has a portfolio of work as evidence of what the student has achieved.

A written report usinga 5-point grading scale is sent home near the end of each semester, to give you a clear picture of your child’s academic achievements in the year.

Types of Assessment

Assessment can be both a formative and summative process. Formative assessment is used to provide ongoing feedback to students in order to promote further learning. Summative assessment contributes to the judgement of student learning for reporting purposes as well as providing feedback.

Assessment of and for students’ learning is the process of gathering and analysing information as evidence about what students know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating students’ learning.

This includes adjusting for students learning (formative), as a learning experience and of learning through final assessments (summative) which they produce throughout the year.

Formative assessment – is assessment for learning. This is used before and during the process of instruction as teachers check for student understanding. Diagnostic tools determine what students already know and where there are gaps and misconceptions.
Formative assessment also includes assessment as learning, where students reflect on and monitor their own progress. The information gained can inform teachers’ in how to enhance their teaching and student learning. Formative assessment enables students to learn through the process of feedback and opportunities to practise and improve.

Summative assessment – is assessment of learning. This is used towards and at the end of the instruction period. Teachers collect evidence of students’ understanding and skills through tasks that invite students to demonstrate their mastery and knowledge of the content. Summative assessment data provides teachers with information about how effective teaching strategies have been and how to improve teaching for future students.

Quality Assurance Assessment Cycle

Following the guidelines of the NT Board of Studies, our teachers are engaged in the Quality Assurance Assessment Cycle (QAAC) throughout the year, of which the four phases are as follows:

Planning phase – teachers plan and design assessments to enable students to demonstrate their learning against all aspects and levels of the marking criteria.

Clarifying stage – teachers work collaboratively to gain an understanding of the standards to ensure they are applied consistently and reliably across all assessment types and subjects.

Confirming phase – teachers work collaboratively to ensure standards are applied consistently and there is consistent judgement of achievement against the evidence of student work for reporting achievement.

Improving phase – teachers reflect on feedback and data to review assessment design and judgement of the standards. Teachers identify areas for improvement for their future teaching and learning programs.

Parent – teacher meetings

In Term 1 and Term 3 there are parent-teacher meetings which you can use to book in and discuss your child’s progress with their teachers.

However, we encourage regular communication with the school so teachers can answer any questions you or your child may have about their study throughout the year. Please email your child’s teachers to discuss any queries or concerns.


We seek to foster an academic culture where students have ownership of the learning process. This means they are required to demonstrate organization and self-discipline, while being supported through procedures and processes by teachers for each task. Students are required to complete all assessment tasks on time and have a range of options for support for this to be possible.

Should a student fail to submit a summative assessment task by the due date, or the renegotiated due date, parents will be informed in writing of the non-submission. Teachers will also the student that the process of an Academic Detention will followed in order to support the completion of work. This may put the student at risk of achieving a final grade of C or better.

For more info please contact our Teaching and Learning Coordinator for Curriculum