[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-316056-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-316056-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","assessment-and-reporting-policy-7-12","Assessment and Reporting Policy - 7-12","","Assessment and Reporting Policy for Laverton College sets a common framework for P-12 assessment integrity and student outcome reporting. It defines the scope for teachers, students, and parents/guardians, and explains the rationale for rigorous, authentic assessment. The policy outlines assessment approaches using learning behaviours, summative tasks such as CATs/SACs/SATs with agreed criteria, and Victorian Curriculum Achievement Levels and VCE outcomes. It specifies reporting cycles, including five-weekly progress reports and Compass Learning tasks with clear S/N outcomes and feedback timelines.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/assessment-and-reporting-policy-7-12/316056/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/assessment-and-reporting-policy-7-12/316056.png","ImageObject",300,407,{"name":42,"@type":43},"supergirl","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What areas are used to assess and report student achievement under this policy?","Question",{"text":63,"@type":64},"The policy uses three areas: student learning behaviours observed through day-to-day teaching, work submitted for summative tasks (CATs, SACs, SATs) using agreed marking criteria, and the level of key skills and knowledge shown in line with Victorian Curriculum Achievement Levels and VCE outcomes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do the reporting cycles communicate information to parents/guardians and students?",{"text":68,"@type":64},"Reporting cycles communicate summaries of learning behaviours, grades and next steps, and key skills/knowledge levels. Communication includes five-weekly progress reports, Compass Learning tasks, Parent Teacher Interviews, and end-of-semester reports.",{"name":70,"@type":61,"acceptedAnswer":71},"What does Compass feedback need to show for VCE Units 1–4?",{"text":72,"@type":64},"Compass feedback must identify the outcome(s) assessed and state whether the student has achieved an S/N, along with any numerical score or grade, ensuring clarity between outcome achievement and performance levels.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},316056,1790199669,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":128,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ASSESSMENT AND REPORTING POLICY  \n1. Scope  \n2. Rationale  \n2.1 Assessment  \n2.2 Reporting  \n3. Purpose  \n4. Assessment Years 7-10  \n4.1 Achievement of Victorian Curriculum Standards  \n4.1.1 Common Assessment Tasks (CATs)  \n4.1.2. Number of Common Assessment Tasks (CATs) Year 7-10  \n4.1.3 Common Assessment Task Process  \n[4.1.3.1](4.1.3.1) Year P-6  \n[4.1.3.2](4.1.3.2) Years 7-10  \n4.1.4 Adjustment of CAT requirements to accommodate individual needs  \n[4.1.4.1](4.1.4.1) Modification  \n[4.1.4.2](4.1.4.2) Accommodations  \n4.1.5 CAT conditions  \n4.1.6 English as an Additional Language (EAL) Assessment  \n4.1.7 Feedback Timelines and Return of CATs to students  \n4.1.8 Extension of Common Assessment Task Dates  \n4.1.9 Absence during CAT  \n[4.1.9.1](4.1.9.1) Absent due to a school event (including instrumental music lessons)  \n[4.1.9.2](4.1.9.2) Absent of day of CAT  \n[4.1.9.3](4.1.9.3) Extended Absence  \n4. 2 Assessment Scales and Grades for Summative Tasks and Semester Reports  \n4.2.1 P-10-Refer to the scaling tool below. Additional and or supporting rubrics/proficiency scales are to be  developed for subject specific assessment tasks. These tools will coincide with the scaling below.  \n4.2.2 Year 11-12  \n4.2.3 Vocational Major VCE  \n4.2.4 Progress Reports  \n4.3 Year 7-12 Exams  \n4.3.1 Exam Templates and Practices  \n4.3.2 Exam Conditions  \n5. Summative Assessment in VCE  \n5.1 VCE Outcomes  \n5.2. VCE SACs and SATs  \n5.2.1 Units 1 and 2 SACs and SATs  \n5.2.2 Return of SACs to students  \n5.2.3 Units 3 and 4 SACs and SATs  \n[5.2.3.1](5.2.3.1) Small Group Partnerships  \n[5.2.3.2](5.2.3.2) Preparation of Unit 3 & 4 SACs and SATs  \n[5.2.3.3](5.2.3.3) Storage of Unit 3 and 4 SACs and SATs  \n5.2.4 Special Provision arrangements for SACs, SATs  \n5.3 VCE Exams  \n5.3.1 VCE Unit 1 and 2 Exams  \n5.3.2 Absent students for VCE Unit 1 & 2 exams  \n5.3.4 VCE Unit 3 and 4 Exams  \n[5.3.4.1](5.3.4.1) Unit 3 and 4 Practice exams  \n[5.3.4.2](5.3.4.2) Unit 3 and 4 End-of-Year exams  \n6. Appeals Process 7-12  \n7. Reporting  \n7.1 Reporting summative results using Compass Learning tasks  \n7.2 Semester reports  \n8. Step-up  \n9. Assessment and Reporting and Sports Participation  \n10. Further documents that support this policy are:  \nVCE Policy and Senior Secondary Student Handbook Laverton College Attendance Policy  \nSatisfactory Completion Policy  \nVerification of Authentication Rules Form  \nAppeal of N Result Form  \n1. Scope  \nThis document is written for teachers, students and parents/guardians. It applies to students in all secondary year levels and all teaching staff teaching subjects in Years P-12 .  \n2. Rationale  \nThis policy has been designed in line with Department guidelines on assessment and reporting to establish a common framework for Laverton P-12 College and to ensure rigorous and authentic assessment of student outcomes.  \nIt also serves:  \n● To ensure that students and parents are aware of the academic and learning expectations of Laverton College on students progressing through the year levels.  \n● To encourage students to achieve the best possible outcome from the educational opportunities available to them and to remind them of the practical consequences of not participating fully in the curriculum offered by the college.  \n● For teachers to support students to achieve learning outcomes through communication of assessment related information to students, making consistent judgements about the level of student achievement, providing multiple opportunities for students to demonstrate their skills, knowledge and understanding.  \n2.1 Assessment  \nThe following three areas will be used to assess and report on student achievement:  \n● Student learning behaviours through teacher observation of day-to-day behaviours  \n● Student work submitted for summative assessment tasks (CATs, SACs and SATs) assessed using the agreed marking criteria for the task as determined by the curriculum area or VCAA. The marking criteria may be a rubric or a marking sche","cbCailtCnuPfDkcf","https://ap.wps.com/l/cbCailtCnuPfDkcf","pdf",1824767,"English","# Scope\n# Rationale\n## Assessment\n## Reporting\n# Purpose\n# Assessment Years 7-10\n## Common Assessment Tasks (CATs)\n## CAT conditions\n## English as an Additional Language (EAL) Assessment\n## Feedback Timelines and Return of CATs\n# Summative Assessment in VCE\n## VCE Outcomes\n## VCE SACs and SATs\n## VCE Exams\n# Appeals Process 7-12\n# Reporting\n## Progress Reports\n## Semester reports\n# Step-up\n# Assessment, Reporting and Sports Participation\n# Further documents that support this policy","[{\"question\":\"What areas are used to assess and report student achievement under this policy?\",\"answer\":\"The policy uses three areas: student learning behaviours observed through day-to-day teaching, work submitted for summative tasks (CATs, SACs, SATs) using agreed marking criteria, and the level of key skills and knowledge shown in line with Victorian Curriculum Achievement Levels and VCE outcomes.\"},{\"question\":\"How do the reporting cycles communicate information to parents/guardians and students?\",\"answer\":\"Reporting cycles communicate summaries of learning behaviours, grades and next steps, and key skills/knowledge levels. Communication includes five-weekly progress reports, Compass Learning tasks, Parent Teacher Interviews, and end-of-semester reports.\"},{\"question\":\"What does Compass feedback need to show for VCE Units 1–4?\",\"answer\":\"Compass feedback must identify the outcome(s) assessed and state whether the student has achieved an S/N, along with any numerical score or grade, ensuring clarity between outcome achievement and performance levels.\"}]","Assessment and Reporting Policy - 7-12 | PDF",1789909502,48]