Implementation Process

The process of student-led reporting

Student academic reporting was first launched with students in 2018 on the back of the schools successful personalised learning program. The Student Agency PLLT wanted to increase learner agency in curriculum based activities to complement the opportunities being provided to students in the extra-curricular space. As a result, the team designed a highly accomplished professional learning session to have faculty teams design a series of learning activities to support students in co-constructing their report comments. As a result of this professional learning and the analysis of trends across subjects, the PLLT was able to develop a style guide to ensure consistency across the school for publication. 

Each faculty designed their own templates that have been refined over the last 3 years to support students in constructing their final report comment that is published at the end of each semester. To help students develop their skills in reflecting and annotating their own work, the team worked with the Capabilities Driven Assessment PLLT to design a SMART annotation scaffold  that students could use progressively throughout the year to reflect on their development over a period of time. These annotations are uploaded onto MyLearningHub and are used to support students in writing their end of semester report. For a more detailed overview of Capability Driven Assessment, please see the section in the 2018-2020 School Plan. 

Across all subjects, students are asked to reflect on what they were able to learn in consultation with the specific syllabus at their relevant stage. They are then asked to identify the specific piece of evidence that demonstrates the development of their capabilities and the relevant syllabus outcome. Students use the capability descriptor statements hosted on MyLearningHub to elaborate on their achievement of the capability above, at or below stage level. A projection statement is then written on how students can demonstrate this capability in other subjects or learning opportunities. Then finally, students are asked to identify improvements they can make to their learning behaviours with specific, achievable goals for how this can be done. 

Teachers then work with students to edit and validate their comments to ensure they are accurate and reflect the achievement and development of students throughout the semester. Through this process, teachers can ensure that students are being honest and not too critical of their own performance. This focus allows students to comment on progress rather than overall attainment.