QCE Feedback and Reporting System Notes

Feedback:
- Provides meaningful information about a student’s strengths and areas for improvement.
- Aids in progressing their learning.
- Involves teachers and students using qualitative and quantitative assessment information.
- Aims to understand and improve learning.
- Encourages self-reflection.
- Allows students to actively monitor and evaluate their own learning.
Reporting:
- Communicates assessment information formally or informally.
- Assists students, parents, teachers, and the system in making decisions.
- These decisions concern what students know and can do.
- Includes recommendations for future learning.
Key purpose:
- Improve student learning by reporting student achievement and progress.
Reports/statements are written for:
- Parents, carers, and students: to provide information about progress and achievement.
- School communities: to summarise the school’s achievements and progress.
- Broader educational communities: to provide state-wide and national statistical information and analyses.

Reporting standards are summary statements.
- Succinctly describe typical student performance at each of five levels (A–E).
These standards:
- Are included in each syllabus.
- Reflect the cognitive taxonomy and the syllabus objectives in each course of study.
- Describe the general characteristics of student achievement at each level.
- Express, in positive terms, what a student knows, understands, and is able to do.
- Provide a guide for teachers when developing teaching and assessment programs.
- Used to report on student progress in the course of study.
- Offer a guide to parents, employers, and post-school education and training providers on the relative achievement of students against the performance standard.
- Are subject to continuing review by the Queensland Curriculum and Assessment Authority (QCAA).

Teachers are encouraged to use the A–E descriptors in the standards.
- Provide formative feedback to students.
- Report on student progress.
Feedback should be:
- Clear.
- Individualised.
- Provide accurate information about student learning progress related to the A-E descriptors.
To make judgments for reporting purposes, teachers consider a selection of evidence of student learning.
- evidence provided through student responses to assessment.
The reporting standards:
- Provide an overall view of student performance across a unit, or across a combination of units.
- Represent a point-in-time summary of student performance.
- May include evidence from both formal and informal assessment, including annotated observations.

Schools play an important role.
- Using the reporting standards in each syllabus.
- Advise students, parents, and carers about student achievements in senior subjects.

For Units 1 and 2, schools determine satisfactory achievement of unit objectives.
Teachers determine this by ensuring students meet the following requirements:
- Work demonstrates achievement of the unit objectives.
- The work is the student's own.
- They have observed QCAA and school requirements.
Schools continue current practices for reporting levels of achievement in Units 1 and 2 to students, parents, and carers.
- No requirement for schools to report levels of achievement in Units 1 and 2 to the QCAA.

After work is submitted and marked, teachers should provide timely feedback to students, parents, and carers.
Appropriate feedback may include:
- Advice on particular strengths evident in the work.
- Advice on areas for development and how improvements could be made.
- School decisions relating to achievement against the performance standard.
Schools must ensure students are aware that grades or results for summative assessments reported by the school are not final until confirmed by the QCAA.
- Prior to Confirmation, the most informative feedback on a student’s achievement will be achieved through the use of A-E descriptors.

For up-to-date information on the new QCE system, visit the QCAA website: https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te