Following the 2020–21 Review into Reporting to Families, new reporting requirements will begin in Tasmanian Government Schools (Kindergarten to Year 10) from 2022.
The 2022 Communicating Learning Progress with Families Policy outlines the new requirements.
To view the recommendations from the Review access the Review into Reporting to Families Report.
What we have heard
The consultation phase of the Review was held from 12 October to 13 November 2020.
Review consultation data sets:
- Teacher Consultation Data Set
- Family Consultation Data Set
- School Associations Consultation Data Set
- Student Voice Consultation Data Set
- Principal Consultation Data Set
Overviews of what we heard:
- What we heard – Families (PDF, 353KB)
- What we heard – Teachers (PDF, 455KB)
- What we heard – School Associations (PDF, 282KB)
- What we heard – Students (PDF, 179KB)
About the Review
We undertook a Review into Reporting to Families between July 2020 and March 2021.
School reports communicate to families their child’s learning progress and achievement.
The current arrangements for reporting to families have been in place since 2007. The Review considered if these arrangements still meet learner and family needs.
The Review was underpinned by:
- The development of the Department of Education (DoE) Assessment Strategy 2020-2023. One of the key actions being to undertake a Review into Reporting to Families.
- DoE and the Australian Education Union committing to the Review as part of the current teachers’ award agreement.
In addition, innovations in technology are providing new possibilities for schools. This is transforming the ways families can engage in and support their child’s learning and wellbeing.
A Review Report was submitted to the Department of Education Executive and the Minister for Education by April 2021. The Report includes recommendations on:
- Procedures for reporting student achievements and progress that are timely, efficient and manageable
- Measures of progress and achievement to be included in reports
- Frequency of formal reports to families
- Format of formal reports to families
- Relationship between formal reports and other ways of communicating and engaging with families.
To achieve these outputs the Review:
- Examined the purpose of reporting and whether current practice meets that purpose.
- Explored how meaningful information about learning progress and achievement can best be provided. This will include investigating the effectiveness of A-E ratings against national standards.
- Explored how learning progress and achievement can best be provided in a timely manner. Including investigation of the usefulness of twice-yearly reporting to families for this purpose.
- Made recommendations that ensure clarity and consistency of approach across schools. At the same time enabling flexibility to suit local school contexts.
- Made recommendations that reduce the reporting workload. This is to maximise teacher time for quality teaching and in-class assessment practices.
The review has been overseen by a Steering Committee which meet every six weeks.
The Deputy Secretary, Support and Development is the Chair of the Steering Committee.
The Steering Committee includes the following members:
- Deputy Secretary, Support and Development (Chair)
- Deputy Secretary, Learning
- Director, Curriculum Services (Project Manager)
- AEU representative
- TASSO representative
- TPA representative
- Director, Education Performance and Review
- Principal Policy Analyst, Curriculum Services (Project Officer/Secretariat).
Ms Andrea Robertson – Principal Policy Analyst
Phone: (03) 6165 5778