Reporting and assessment

acd resource learning together 93

The law and DET policy support your child’s right to meaningful assessment and reporting, without being disadvantaged by their disability.

On this page:

Adjustment to reporting and assessment

Reporting in government schools is through school reports and parent–teacher interviews, usually at mid-year and end of year. For students from ‘foundation’ (prep) to year 10, parents and carers should receive plain language reports about their child’s progress against the AusVELS achievement standards, with numerical grades relating to where their learning is up to, against those standards.

If your child has a modified curriculum due to their disability, the school can develop individualised reports. Assessment of your child’s progress will then rely more on the teacher’s assessment, but should be matched to clearly stated goals, linked to the curriculum and documented in their Individual Learning Plan.

  • Detailed information and guides for school to support reporting are available on the DET website – search on ‘Student reporting’ and ‘Reporting the achievements of Students with an Individual Learning Plan’.

Many students with a disability also require adjustment to testing and other assessment methods, so that they are not disadvantaged by their disability. Examples include:

  • additional time to complete assignments, tests or exams
  • access to a laptop for a student who has trouble with hand-writing at the required pace or for the required time
  • a reader or scribe who can read out the questions and/or whom the student can dictate answers to
  • holding tests in a quiet area for students who are unable to concentrate with background noise
  • providing materials such as tests or examinations in accessible formats – some test material might include diagrams or photographs that cannot be easily converted to a format accessible for visually impaired students, in which case an alternative question should be provided.


Adjustments to NAPLAN

NAPLAN tests provide information for students, parents, teachers and principals that can be used to improve student achievement. The Victorian government encourages all Years 3, 5, 7 and 9 students to participate. Students can receive support to do the NAPLAN tests, or can be withdrawn or exempted. All of these options require your permission as parent or carer. As with all matters related to your child’s education, your child’s teacher is the best person to talk to about your child’s participation in NAPLAN.

Schools can arrange adjustments to support students with disabilities to undertake NAPLAN tests, if the student regularly uses similar support for classroom assessment tasks. The aim is to enable the student to have access to the tests on an equivalent basis to students without a disability. If you want your child to receive support to take the NAPLAN test, discuss this with your child’s teacher well before the tests.

Exemptions from taking NAPLAN may also be granted to students with significant intellectual disabilities. Again, discuss this with your child’s teacher prior to the tests, as your consent is required for your child to be exempted.

Any student may be withdrawn from NAPLAN by their parent or carer, whether or not they have a disability. If you wish to withdraw your child from NAPLAN, talk to your child’s teacher or principal. If, after consultation, you decide to withdraw your child, you will need to sign a Student Withdrawal form, which is available at your child’s school.


Adjustments to assessment for VCE and VCAL

The Victorian Curriculum and Assessment Authority (VCAA) is responsible for all curriculum and assessment in Victorian schools, including the Victorian Certificate of Education (VCE) and other leaving qualifications such as the Victorian Certificate of Applied Learning (VCAL). VCAA’s guidelines for VCE state that:

Special examination arrangements may be approved to meet the needs of students who have disabilities, illnesses or other circumstances that would affect their ability to access the examination’ and that these arrangements should balance the student’s need for access with the ‘academic integrity of the assessment process.

Special Provision is available to students completing the VCE or VCAL for both school-based assessment and examinations. The VCAA’s Special Provision policy and procedures are detailed on the VCAA website.