Assessments and Academic Report
Term 4 is renowned for exams and assessments. The HSC exams are now finished and we congratulate the Class of 2024 on their fabulous efforts. We look forward to celebrating their success when the results are released on 18 December.
For our students in Years 7 to 10 who are currently in the midst of assessments, we understand that this time can be filled with both anticipation and anxiety. The end of the school year brings the culmination of academic efforts and exams are a significant part of this journey. For students, it is not just about demonstrating what they have learned but also about developing valuable skills in time management, resilience and self-assessment.
While this period can be stressful, it is essential for students to stay positive and maintain a balanced approach to their studies. We encourage families to support students by creating a conducive environment for study, promoting healthy routines and reminding them that assessments are an opportunity for growth and reflection, not just an academic hurdle.
End-of-Year Reports
Our College will be moving to academic reports for Years 7 to 10 that reflect grades, not marks. It is a Commonwealth Government requirement to use grades (A, B, C, D and E or an equivalent 5-point scale) for each subject studied for reporting to parents and carers. In NSW, NESAs Common Grade Scale is used to meet this requirement. Grade descriptors give an indication more fully of a student’s standard of achievement.
The NESA Common Grade Scale describes performance at each of the five grade levels.
| A | The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
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| B | The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
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| C | The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
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| D | The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.
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| E | The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.
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This approach to reporting focuses on broader achievement levels and learning progress. By focusing on grades, we aim to encourage students to think more holistically about their performance. Grades will be based on the overall performance in exams and assessments throughout the year. This means that students’ strengths and areas for improvement will be reflected in the final report without the sole pressure of numerical scores. Our goal is to help students and families understand academic outcomes in the context of learning growth and development.
Reporting grades instead of marks supports a growth mindset, which is crucial for long-term learning. Grades provide a clear indication of a student’s achievement relative to learning standards, learning objectives and skill acquisition.
Research supports that using grades over marks can help reduce student anxiety. Without the pressure of exact numerical scores, students are more likely to focus on their learning journey and areas for growth, rather than fixating on comparisons or perfection. This shift has been shown to promote wellbeing and a more positive outlook on learning.
We believe it is essential for students to take responsibility for their own learning. This includes not only preparing for and completing assessments but also engaging with the feedback they receive afterward. Reflecting on their performance helps students identify strengths and areas for improvement, allowing for a deeper understanding of their academic journey. Additionally, by reviewing their subject grades and monitoring their Grade Point Average (GPA) as shown on each report, students have a valuable tool for tracking their performance over time. This ongoing reflection and analysis supports students’ in setting meaningful goals for future growth.
The GPA allows students to observe their overall progress across subjects, encouraging them to take ownership of their achievements and strive for continuous improvement. Discussing feedback constructively and setting realistic goals with support from both teachers and parents can help build students’ confidence and motivation. Emphasising that assessments are learning tools rather than mere judgments promotes a positive and resilient mindset.
It is also important to remember that the assessment period is just one part of the school experience. It serves as a checkpoint for learning, not the final destination. By supporting students through this phase with empathy and understanding, we can help them build resilience, self-confidence and a healthy approach to academic challenges.
Leone Smyth
Deputy Principal Teaching and Learning
