SCHOOL ASSISTANCE REGULATIONS 2005

1. ASSESSING TO EDUCATE:Why the AEU is refusing to cooperate with the federally imposed report cards.

2. SCHOOL ASSISTANCE REGULATIONS 2005 • Federal Legislation, enacted last year with Coalition control of the senate. • Commonwealth contribution previously came to states via the States Grants Act. No conditions were attached to curriculum. • School Assistance Regulations have three major conditions: student reports, standardised testing and annual reporting.

3. STUDENT REPORTS • Must include, for subjects studied, the child’s achievement labeled as A, B, C, D, E (or an equivalent). (In South Australia, it has been agreed that Reception students are exempt. Students with disabilities will only be exempt for the learning areas stated in their NEP.)

4. STUDENT REPORTS cont. • Must include, for subjects studied, the child’s achievement relative to the achievement of the child’s peer group at the school by at least quartile bands. (In South Australia, it has been agreed that, on parent request, teachers must provide details of how many students achieve at each year level in each subject, providing there are ten or more students in the year level).

5. Annual Reporting • South Australian schools have an annual reporting process, designed to supportively highlight strengths and areas to focus on. • Reporting should support the school to grow and improve, not run it down. • Schools will now be required to publicise data that will allow the community and media to draw unfair and inaccurate conclusions about the performance of a school.

6. Standardised Testing • Is in the legislation but it is not clear where the Federal Government is up to with this yet. • Haven’t heard an official response from DECS.

7. WHY DOES THE AEU OPPOSE THE FEDERALLY IMPOSED REPORT CARDS? 1) Use of grades to report student achievement, particularly in Junior Primary and Primary schools, is highly contentious.

8. Use of grades to report student achievement • Damages the self-esteem and self-belief of some learners, particularly with the battlers. • Grades tend to over-ride the importance of descriptive feedback. • Measures achievement against a standard, rather than effort, consistency and attitude. • Facilitates direct comparisons of achievement amongst peer groups. • Provides no information to strengthen future learning and growth.

9. WHY DOES THE AEU OPPOSE THE FEDERALLY IMPOSED REPORT CARDS? • Use of grades to report student achievement, particularly in Junior Primary and Primary schools, is highly contentious. 2) Providing data to parents on the amount of grades at each year level cohort will facilitate misleading conclusions about student learning.

10. Providing data to parents on the amount of grades at each year level cohort: • Facilitates misleading conclusions about student learning. Focus should be on the individual, not what their peers have achieved. • Confidentiality concerns. Although at least ten students are needed in the year level cohort, results of individuals may still be identified. • Inaccurate conclusions could be made both positively and negatively of teacher performance.

11. WHY DOES THE AEU OPPOSE THE FEDERALLY IMPOSED REPORT CARDS? • Use of grades to report student achievement, particularly in Junior Primary and Primary schools, is highly contentious. • Providing data to parents on the amount of grades at each year level cohort will facilitate misleading conclusions about student learning. 3) Difficulty for teachers assigning grades linked to SACSA.

12. Difficulty for teachers assigning grades linked to SACSA. A – Well beyond, at least 6 months in advance B – Beyond, up to 6 months in advance C – Meeting or close to meeting D – Just Below, up to 6 months below E – Well Below, more than 6 months below

13. Questions to be asked • How does a teacher assign a grade half way through the year (grades must be assigned twice per year)? • How does a teacher use SACSA to assign grades for students in Years 1, 3, 5, 7 and 9? • How does a teacher of Year 10 students determine if a student is up to or more than 6 months in advance? • How does a teacher allocate one grade using SACSA for each learning area? Are strands “averaged” to assign a final grade?

14. WHY DOES THE AEU OPPOSE THE FEDERALLY IMPOSED REPORT CARDS? • Use of grades to report student achievement, particularly in Junior Primary and Primary schools, is highly contentious. • Providing data to parents on the amount of grades at each year level cohort will facilitate misleading conclusions about student learning. • Difficulty for teachers assigning grades linked to SACSA. • Imposed changes to our reporting format – for whose benefit?

15. WHY DOES THE AEU OPPOSE THE FEDERALLY IMPOSED REPORT CARDS? • Use of grades to report student achievement, particularly in Junior Primary and Primary schools, is highly contentious. • Providing data to parents on the amount of grades at each year level cohort will facilitate misleading conclusions about student learning. • Difficulty for teachers assigning grades linked to SACSA. • Imposed changes to our reporting format – for whose benefit? • Schools Assistance Regulations.

16. WHAT CAN GOVERNING COUNCILS DO? • Show support to the local AEU sub-branch by endorsing their stance to continue with the locally developed report card. • Support the Principal by informing the District Director that the school intends on continuing with their locally developed report card. • Write a letter to the Ministers of Education demanding that the mandated nature of the reports be lifted.