Assessment is the broad name for the collection and evaluation of evidence of a student’s learning. It is an essential component of the teaching and learning cycle and has multiple purposes. Assessment can enhance student engagement and motivation, particularly when it incorporates interaction with teachers, other students and a range of resources.
Assessment for, as and of learning are approaches that enable teachers to gather evidence and make judgements about student achievement. These are not necessarily discrete approaches and may be used individually or together and formally or informally.
In Religious Education, standards-referenced assessment is used to gather and interpret information about the ongoing development of a students’ learning. It uses syllabus outcomes as key reference points for decisions about students’ progress and achievement in relation to the values and attitudes, knowledge and understandings and skills. The faith of the student is not assessed.
In Sydney Catholic Schools, assessment in Primary Religious Education should:
- be based on syllabus outcomes
- be a valid instrument for what they are designed to assess
- include criteria (a rubric) to clarify for students what aspects of learning are being assessed
- enable students to demonstrate their learning in a range of task types
- be reliable, measure what the task intends to assess, and provide accurate information on each student’s achievement
- be free from bias and provide evidence that accurately represents a student’s knowledge, understanding and skills
- enable students and teachers to use feedback effectively and reflect on the learning process
- be inclusive of and accessible for all students
- be part of an ongoing process where progress is monitored over time.
- Reporting is the process of providing feedback to students, parents/carers and other teachers about students progress. Reporting in Primary Religious Education aims to be rigorous and empowering for all concerned, with the goal being to improve student learning. Reports are informed by data from a range of assessment approaches with evidence of student progress. The Common Grade Scale used in Religious Education summarises the standard of achievement associated with each grade.