As teachers, we are responsible for monitoring the development of students abilities in all areas of learning. In order to do this, it is necessary to be familiar with assessment and reporting measures which will enable us to mo niter and compare students performance in order to determine how they are coping, where their learning is at (in comparison to the required learning outcomes), and what can be done to assist them within the classroom.

A balance of informal and formal assessment strategies are necessary to obtain a complete picture for each individual student. this is because students may not perform to their best during formal assessment. If we are aware of the individual students capabilities and level of competency, we can then confidently attribute poor performance to external factors (which can be addressed if necessary), and recognize the extent to which students are experiencing difficulties learning.

During my time at Parkes Public, I was able to observe my supervising teacher as she undertook this competency for a kindergarten class. Assessment and reporting measures were mostly informal, including the involvement of parents in the process of assessing reading development for the children. Parents listened as children attempted independent reading tasks on a weekly basis, and reporting took the form of encouragement and positive feedback concerning performance. A formal record of attainment was kept for each student so that the teacher was able to monitor their development of required reading skills.

In the workforce, I have also had to develop assessment and reporting strategies to mo niter the training of new staff members under my direction. This has allowed me to ensure that my training techniques facilitate the best training that I can provide to new staff to ensure that they are capable to perform their duties.