Catholic schools in Western Australia are committed to monitoring
student progress to ensure that students are provided with the best
teaching possible. Schools use a proactive and sustainable approach to
the collection and analysis of a range of information on student
achievement, academic, spiritual, social and personal development.
In addition to this, they also participate in state-wide, national and
international assessments as a way of monitoring the progress of
students, schools and the system.
The Assessments in which schools participate include:
Performance Indicators in Primary Schools (PIPS)
The PIPS On-Entry Assessment is administered by the University of
Western Australia and conducted in all Western Australian Catholic
schools. This is an assessment of the literacy and numeracy knowledge
and progress of Pre-Primary students.
The Observation Survey of Early Literacy Achievement is administered to
year 1 and 2 students. The systematic observation tasks help teachers
to observe, through a series of tasks, young children’s early literacy
behaviours. The observation survey provides easy-to-read accounts of
individual progress made by students between two specific points of
Early Numeracy Interview (ENI)
The Early Numeracy Interview is an assessment tool consisting of a
series of hands-on assessment tasks where students demonstrate
mathematical understanding and preferred strategies for solving
increasingly complex tasks.
This assessment is used by teachers in a
one-on-one interview situation to determine students’ existing
mathematical knowledge in relation to points of growth. Analysis of the
responses provides teachers with powerful information to use when
planning to meet student leaning needs.
National Assessment Program – Literacy and Numeracy (NAPLAN)
Since 2008, the National Assessment Program – Literacy and Numeracy
(NAPLAN) has assessed all students in Years 3, 5, 7 and 9 on the same
days using national tests in Reading, Writing, Language Conventions
(Spelling, Grammar and Punctuation) and Numeracy. For more information
please visit the ACARA
Trends in International Mathematics and Science Study (TIMSS)
The Trends in International Mathematics and Science Study (TIMSS) is
conducted worldwide every four years. A small sample of schools from
Western Australia participates in this assessment.
TIMMS provides data
on the Mathematics and Science achievement of students compared to that
of students in other countries. TIMSS data has been collected in 1995,
1999, 2003 and 2007.
Progress in International Reading Literacy Study (PIRLS)
PIRLS (Progress in International Reading Literacy Study) in an
international assessment designed to measure progress in the reading
achievement of students in their fourth year of schooling.
assessment is conducted alongside the TIMMS assessment program every
Program for International Student Assessment (PISA)
The Program for International Student Assessment (PISA) is a worldwide
evaluation of 15 year old school children's academic performance. First
conducted in 2000, it is repeated every three years.
It is coordinated
by the Organisation for Economic Co-operation and Development (OECD),
with a view to improving educational policies and outcomes. A small
sample of schools from Western Australia participates in this
All schools regularly monitor, evaluate and report on each student's
achievement. Teachers exercise their professional judgement when
monitoring students' progress and determining grades/levels for
reporting, consistent with the school's assessment policies
and the School Curriculum and Standards Authority
Teachers are also encouraged to use a variety of tools and resources to
support them to assess student achievement. These include but are not
restricted to annotated work samples, reflection sheets, diaries or
scrapbooks, rubrics, sample assessment items and student/teacher
Teachers may use a variety of methods for recording assessment
information, including anecdotal records, audio and visual recordings,
checklists, marking keys, portfolios, records of test results,
observation notes and documented plans (Individual education plans and
In addition to formal reports, schools and teachers report informally in a variety of ways, including:
Information sessions about the teaching and learning program which are timed to suit the needs of each student or year group
Interim reporting as considered appropriate by parents and teachers
Parent teacher discussions, that may include three-way conferences in which the students participate
Telephone discussions between parents and teachers and informal encounters and discussions
Annotations in homework diaries and journals, letters, email and other
forms of correspondence from teachers and schools to advise parents
about successes or concerns
Student-directed reporting, in which students show how their
knowledge, skills and understandings have developed through discussions
or presentations of key achievements
Select collections of annotated and referenced work samples as part of portfolio evidence
Responses to requests from parents for additional information.