Data collection, assessment and reporting in schools and preschools
Adopted by the AEU SA Branch Council on 5 June 2021
Data collection and assessment are integral components of the ongoing teaching and learning cycle. They inform planning, modification of education programs and practices and the targeting of specific resources. Reporting informs children, students and their families of ongoing development and achievements.
Public Education Statement:
All children and students in public schools and preschools in South Australia have the right to access and engage in a broad education and curriculum. Assessment of, and reporting on, their learning and development must be inclusive, and developed and led by qualified teachers.
To ensure best practice in assessment of and for learning, respect for the professional judgement of educators, at a systemic and site level, must be of paramount consideration in the development and implementation of any policy regarding data collection and use, assessment and reporting.
Data collection and assessment must be inclusive, authentic, integrated, formative and summative and inform the teaching and learning cycle. It must incorporate a range of professional practices, be part of the educator led learning cycle and its purpose must be transparent in its intent. An over emphasis on data collection skews curriculum and assessment and results in excessive workload.
Site based policy must be inclusive of the learning community and be developed and endorsed through democratic processes at the site.
Time taken to undertake data collection, analysis and entry, assessment and reporting must not adversely impact members’ overall workload or work life balance nor detract from time engaging in core teaching and learning duties.
Data collection, assessment and reporting policy and procedures must be developed and endorsed through democratic processes at the site, including consultation with members through the Sub Branch/Member Group. This includes all decisions relating to:
- Assessment and reporting methodology, modes, timing and formats;
- Collection, analysis, entry, storage and use of data and assessments;
- Workload; Resourcing; and
- Learning community engagement.
All data collection, assessment and reporting polices and procedures must be developed in line with workload protections outlined in industrial instruments.
Time is a critical and scarce resource in our schools and preschools. All systemic and site policies and plans must ensure that adequate time is provided for all data collection, analysis and entry, assessment and reporting tasks to be undertaken.
The necessary Information Communication Technology (ICT) resources must be provided. This includes hardware, software and professional development.
Resourcing must also be provided for collegial engagement and professional development as determined by members at the site.
This Policy applies to all AEU members in schools, preschools and education offices with regard to local decision making and policy development on data collection and use, assessment and reporting.
Data collection, analysis, entry and use include that which is systemic, partnership, site and learning community based.
Assessment includes educator based, self and peer assessment and all modes such as anecdotal, photographic, written, digital, grading and moderation.
Reporting includes face to face, written, photographic, folio/work sample based and digital platforms.
Links to AEU Strategic Plan:
AEU SA Strategic Plan 2020–2022 includes the following sections and statements that are particularly relevant to this Policy:
AEU values – Equity, Democracy, Professional Autonomy, Collaboration, Community, Diversity and Recognition.
Strategic Priorities –
- Respect for education professionals.
- A strong, inclusive and well resourced public education system.
- Improved and enforced working conditions.
Goals to win -
- Educators’ professional judgement is valued.
- All education developments are genuinely led by and inclusive of the profession.
- Reasonable, relevant and sustainable workload.
- Equitable access to professional development.
Role of AEU Members:
AEU members are encouraged to:
- Use this Policy to engage collectively with their Sub Branch/Member Group regarding the development of site based policy on data collection and use, assessment and reporting matters.
- Develop policy based on relevant Education Regulations and employer minimum mandatory requirements and in line with workload protections in industrial instruments.
- Abide by the decisions of the Sub Branch/Member Group.
- Access industrial support in instances of excessive workload and/or breaches of industrial entitlements.
AEU Position Statement Arising on National Assessment 2020.
Legislation, Regulation and Other AEU Policy:
Australian Education Regulations 2013, Section 59 “student reports” outlines minimum reporting requirements for all schools.
AEU SA Branch Curriculum Policy 2010
AEU SA Branch Professional Development Policy 2009
Australian Education Regulations, Section 59
EA2020 Clause 5 Regulation of Workload
AEU Position Statement Arising on National Assessment 2020
Previous AEU Policy:
Assessment, Data Collection and Reporting in Schools Policy November 2008
Early Years Assessment Policy 2004
Two years from endorsement of Branch Council (June 2023).