Monitoring Success

At Forest Hill College we want all students to achieve success and we provide regular feedback to parents/carers about their students’ progress. This feedback occurs in both formal and informal ways.

Staff and parents/carers are encouraged to contact each other directly via the Compass Parent Portal (each parent/carer is given their own unique log-in that is connected to an E-mail address of your choice) to provide informal feedback.

In addition to this the College has a continuous cycle of feedback, formal reporting and interviews that consist of:

  • Term 1 – Continuous Feedback, Progress Report and Parent/Carer/Student/Teacher Interviews
    • A progress report providing an assessment of your students’ progress against the College’s Effective Learning Behaviours (ELB’s)
      • This report generates a Grade Point Average (GPA) which can be monitored over time
    • Feedback on Common Assessment Tasks via Compass Learning Tasks.
  • Term 2 – Continuous Feedback and Semester Reports
    • Feedback on Common Assessment Tasks via Compass Learning Tasks.
    • A final semester report combines an assessment of your students’ progress against the College’s ELB’s with and assessment against Common Assessment Tasks (CATs) and AusVels/VCAA.
  • Term 3 – Continuous Feedback, Progress Report and Parent/Carer/Student/Teacher Interviews
    • A progress report providing an assessment of your students’ progress against the College’s Effective Learning Behaviours (ELB’s)
      • This report generates a Grade Point Average (GPA) which can be monitored over time
    • Feedback on Common Assessment Tasks via Compass Learning Tasks.
  • Term 4 – Continuous Feedback and Semester Reports (7-11 only)
    • Feedback on Common Assessment Tasks via Compass Learning Tasks.
    • A final semester report combines an assessment of your students’ progress against the College’s ELB’s with and assessment against Common Assessment Tasks (CATs) and AusVels/VCAA.

The College has a comprehensive Exam Program to ensure that all students build the required skill set to manage this type of assessment in VCE.

Effective Learning Behaviours

Our aim, with all students, is to see them grow and progress in their learning. In order to monitor this we have developed a set of Effective Learning Behaviours (ELB’s) that our teachers use to better equip all students as learners. The behaviours that we are focussed on are the ones that research tells us, will improve student outcomes.

These behaviours, and explicit teaching of them, are weaved through all of our curriculum programs. They are skills associated with each behaviour are explicitly taught and are used to enable goal setting and monitoring of success.

The Forest Hill College Effective Learning Behaviours are:

  • Uses ICT tools responsibly and effectively for learning
  • Demonstrates effective problem-solving techniques
  • Makes connections between concepts
  • Is organised and meets deadlines
  • Uses class time effectively for learning
  • Reflects and acts on feedback in order to improve
  • Respects the values and rights of individuals
  • Works effectively in teams

elbsmall

To ensure consistency in assessing students against these Effective Learning Behaviours, and so both you and your child have a clear understanding of what a “good” or an “excellent” actually looks like, we have developed rubrics of examples that sit beneath each of these behaviours for different stages of schooling.

Your students’ performance against the ELB’s is summarised as a Grade Point Average which can be monitored over time. Students in specialist programs such as AcE and the International Football and Tennis Programs are required to maintain a defined level of performance.

Common Assessment Tasks

At Forest Hill College we are focussed on ensuring we have a documented and guaranteed curriculum for all students across the school. As part of this process we have identified Common Assessment Tasks for all subjects from Years 7 to 11.

These are tasks that are designed to allow all students to demonstrate their ability, no matter what stage they are at in their progression. They are also common across all classes for that subject, so, for example, students in 9A English will complete the same Common Assessment Tasks as students in 9B English. These will also be assessed in the same way against the same criteria.

The grading scale that we use for the Common Assessment Tasks has been developed to avoid confusion with the government mandated A to E grading scale that appears at the top of the Year 7 to 10 reports and to provide consistency for Year 11 reports.

Teachers use the following grading scale for Common Assessment Tasks:

Grade Years 7 to 10 VCE Units 1 and 2
HD – High Distinction Well above the standard expected comprehensive and sophisticated understanding of content and application of skills demonstrated
Di – Distinction Above the standard expected thorough and detailed understanding of content and application of skills demonstrated
Cr – Credit At the standard expected sound understanding of content and application of skills demonstrated
P – Pass Below the standard expected Some understanding of content and application of skills demonstrated
NY – Not Yet Pass Not Yet demonstrating the standard expected Not Yet demonstrating an understanding of content nor a satisfactory application of skills
SL – Submitted Late Task was completed but was submitted late. Task was completed but was submitted late.
NS – Not Submitted Did not submit this assessment task Did not submit this assessment task