Assessments during remote teaching and learning

Assessment of F-10 student achievement and progress during remote learning

Schools should continue to assess student learning

During flexible and remote learning, and consistent with existing expectations for students in F-10:

  • student learning should continue to be assessed
  • assessment should be embedded within the teaching and learning cycle
  • a combination of formative and summative assessment strategies should be used to monitor progress and inform future teaching
  • teachers should provide feedback to students on their learning in accordance with the school’s communications plan.

The different nature and amount of assessment

In recognition that schools have adopted revised teaching and learning plans for Term 3 and that assessment can be more challenging in a learning from home environment, the frequency, breadth and amount of assessment and feedback may need to be reduced. Schools will need to consider:

  • how, when and how much evidence of student learning will be collected given that opportunities for direct observation, conferences and questioning may be limited
  • how and when teachers will provide feedback to students on their work and learning progress.

Suggestions for remote assessment be done

Different ways of assessing student learning in a learning from home environment include:

  • setting up regular check-ins and opportunities for students to ask questions and share work through existing school processes or protocols that have been developed for this period
  • providing students with information on how they might self-assess their skill development when setting learning activities (e.g. use of exemplars, videos of demonstrations, self-assessment rubrics or peer evaluation)
  • considering how to adapt formative assessment methods, and the ways in which evidence of student learning is collected (e.g. this may include using digitally based strategies to formatively assess and gauge student progress.

In the absence of online opportunities, using phone calls or emails to measure student’s achievement and progress).

  • considering how to adapt summative assessment activities. For example, requesting students to submit tasks (e.g. essays, tests, assignments) through existing online or offline processes.
  • continuing to use different modes and tools to provide ongoing, targeted and meaningful feedback.

Useful tools

Tools that may be useful in this process:

  • the school’s existing learning management and student/parent communication systems
  • web-based conferencing and communication tools
  • online form and survey tools
  • email
  • web-based document creation and editing suites
  • shared document systems.

More detailed advice and resources for educators will be provided in the coming weeks.

General advice on formative assessment is available on the VCAA website. More specific advice around assessment of remote learning will be published soon.

Assessment guidance for remote and flexible learning

The Department has developed a guidance document to support teachers across F-10 with maintaining ongoing assessment of each student’s performance.

Assessment will continue to be embedded into curriculum planning, however, adjustments in assessment strategies may be required to reflect the change in teaching and learning environments.

Read the assessment guidance for remote and flexible learning (login required).

Assessment guidance for returning to the classroom

When students return to the classroom, teachers are encouraged to undertake assessment to inform their teaching and learning program. Teachers may need to revisit or amend existing assessment schedules and activities.

Find out about assessment guidance for returning to the classroom

Identifying progress and supporting growth

The Department has developed a guide for teachers and school leaders with suggested approaches for identifying student progress and supporting growth with targeted strategies.

The guide complements the efforts of teachers as they respond to the achievement, engagement and wellbeing needs of their students, and reflects good practice currently occurring in our schools. It also recognises that some schools will be returning to remote and flexible learning and provides advice on how to adapt strategies and actions in that context.

Assessing and intervening with impact