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How Assessment, Feedback & Reporting Work at UWCSEA
At UWCSEA, we make a clear distinction between assessment, feedback, and reporting because, whilst they are intertwined, they each serve a different purpose.
Assessment and feedback play a central role in helping students learn. Reporting plays a very different role. Although the two are connected, they serve distinct purposes, and keeping them separate supports deeper learning, student wellbeing, and meaningful communication with families.
Understanding this difference is essential to making sense of your child’s learning journey.
The following pages are designed to help you with a full understanding of our approach:
Assessment, Feedback, and Reporting: overview and differences (this page)
Attainment Scale: explanation of the scale used in subject attainment
Approaches to Learning: explanation of the scale used for Approaches to Learning (ATL)
Learning Journey Timeline: how and when we report across the year
Assessment is the journey. Reporting is one photograph along the way.
Separating assessment and feedback from reporting:
helps families see how understanding develops over time and why feedback conversations matter more than single scores
protects student learning, wellbeing, and engagement.
This separation allows our learners to:
take risks
experiment
make mistakes
revise
deepen their understanding.
When assessment and reporting blur:
students chase grades instead of understanding
feedback becomes less meaningful
anxiety increases
curriculum narrows
How Assessment, Feedback, and Reporting Work Together
Assessment → Feedback → Growth → Reporting
Assessment identifies where the learner is.
Feedback guides what they do next.
Growth occurs through ongoing learning informed by assessment feedback.
Reporting summarises progress at set points in the year.
What Families Can Expect
Across the year, you will see:
meaningful feedback aligned with learning goals
rubrics that clarify expectations
students explaining their own learning and next steps
progress that reflects deepening understanding, not task-by-task performance
reports that concisely and clearly summarise learning
conferences that complement this through targeted, specific dialogue between teacher, parent, and child.
Teachers use assessment and feedback to support learning every day.
Reports use the ACME scale to summarise how learning has developed over time.
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