This perspective covers the requirements for assessment and reporting from an Aboriginal and Torres Strait Islander perspective.
Assessment and reporting are important parts of implementing Aboriginal and Torres Strait Islander perspectives across the curriculum at classroom, school and system levels and need to be an ongoing part of the learning and monitoring process. Three aspects of assessing and reporting student achievement are critical to embedding Aboriginal and Torres Strait Islander perspectives in curriculum.
- assessing the perspectives explicitly taught as part of the intended learning
- assessing Aboriginal and Torres Strait Islander students' learning of the differentiated curriculum implemented in each classroom
- enabling assessment to link with real life experiences and aspirations within Aboriginal and Torres Strait Islander communities.
Assessment approaches will vary according to task, intended curriculum, skill or knowledge being assessed, the student cohort, and the context. What is important is that where Aboriginal and Torres Strait Islander perspectives are incorporated in the curriculum they are assessed. Assessing these places a greater value on the knowledge and skills students need in this area and helps to check that concepts have been understood.
For Aboriginal and Torres Strait Islander students, particularly those from non-English speaking backgrounds, assessing content or subject knowledge through the students' own home language can be successful.