​Assessment and Reporting

A shared understanding…facilitates conversations between teachers, students and parents about where individuals are in their learning, what progress they are making, and what actions might be taken to promote further learning.

Professor Geoff Masters


Reporting and its relationship to learning is an important part of the assessment cycle. Reporting is the moment where information about a child's learning is shared between all partners in a child's education (the child, parents, carers and the professional) with the intent reaching shared understandings about where the child's is in their learning, and what the next steps in the child's learning will be. ​
Often practitioners will report to parents informally using email, a school CMS or face-to-face discussion. This page discusses the formal written reports practitioners provide to parents.

Reporting in the context of learning

Reporting and its relationship to assessment are part of a larger context of learning, which the Victorian Curriculum and Assessment Authority (VCAA) describes as four, interrelated steps:

  • the curriculum defines what it is that students should learn, and the associated progression or continuum of learning
  • pedagogy describes how students will be taught and supported to learn
  • assessment identifies how well a student has learnt specified content
  • reporting explains to the child, their parents/carers and practitioners where a child is on the learning continuum at the end of a specified period of learning, and where this places the child in relation to their own learning goals and/or the learning of their peers. 

Legal requirements of reporting

For the Early Years

The National Quality Framework (NQF), introduced in 2012, identifies quality standards to improve education and care in long day care, family day care, kindergarten and outside school hours care services. Quality Area 1Educational program and practice, within the NQF requires services to have an educational program that meets children's individual learning and developmental needs. The NQF specifically identifies that 'documentation about each child's program and progress is available to families'. 

Read more about the NQF information for families​

Kindergarten programs in Victgoria are required to write a Transition to School statement for all children as they transition into school. 

Read more about Transition Learning and Development (need link reference)​

For the school years

Reporting of student performance across the compulsory years of schooling (Prep to Year 10) is also a legal requirement. In Victoria, under the 2006 Education Act, ​

A school must ensure that there is ongoing assessment, monitoring and recording of each student's performance and provide each student and parent with access to accurate information about the student's performance. Access to information must include at least two written reports to parents per year.

In addition, part of the Education Funding Agreement with the Commonwealth government requires schools to report student achievement to parents twice a year using a five point scale or equivalent.     ​

How practitioners report to parents

Reporting in the Early Years​

Early childhood practitioners' use approved frameworks such as the Victorian Early Years Learning and Development Framework (VEYLDF) to support documentation of children's learning and development and program planning. They use a range of styles and methods for providing information and advice to families about their child's learning and development, from informal conversations at pick up time to regular, structured discussions.

If your child attends an education and care service such as long day care, family day care, kindergarten program, the educators will discuss your child's learning and development with you. Every child has an individual record that guides the learning program and you can ask to see your child's record. Many educators arrange meetings with parents and carers and if your child attends a kindergarten in the year before school you will receive the Transition to School statement that summarises your child's achievements and disposition to learning as a helpful guide for the school your child will attend.

Reporting in the school years

As a general rule, schools report learner achievement against the achievement standards set out in the Victorian F-10 curriculum (AusVELS), consistent with the whole-school teaching and learning plan. 

The exception to this is reporting student achievement at Foundation to Level 2, where schools report on the domains that form the core priorities of learning for young learners: English, Mathematics, Health and Physical Education, The Arts, and Personal and Social Capability.  

For more information, see the curriculum planning and reporting guidelines for the Victorian F-10 curriculum​

Each of the school sectoral authorities is responsible for setting the guidelines for school reporting ie the Department of Education and Early Childhood Development sets reporting guidelines for government schools; the local Catholic Education Office for Catholic schools; and for Independent schools, the school's board of governors or equivalent. 


Discussing your child's learning progress with their leader or teacher

Discussions with maternal and child health nurses, early childhood educators and  kindergarten leaders, parent-teacher interviews, and increasingly, learner led parent-teacher conferences, are an opportunity to discuss your child's learning with their leader/teacher. By preparing for the meeting you will find out more about your child's report and how to give your child the right kind of support they need to make progress in their learning.​


Tips for getting the most out of parent-practitioner discussions

Before the interview:

  • go through your child's report or individual record and work out which specific areas you have questions about
  • ask your child if there are any questions they would like you to ask or if there are any areas or subjects they feel that they would like more help in
  • write a list of questions you want to ask your child's teacher and take notes during the interview so you can share the comments with your child or other members of the family
  • if you need an interpreter, ask the school or service to help organise this before the interview.

During the interview:

  • if you want to know about a specific area of your child's progress (for example, how they are doing in English) let the practitioner know this at the start so you can focus the discussion on this topic
  • ask for suggestions about how you can help your child at home and if at school what is expected for homework and assignments. Find out how much time your child should be spending on their homework and ask for suggestions on how you can help your child at home

  • share with the professional how you think your child is enjoying the program or school and ask for their impressions of how your child is enjoying school and taking part in class activities and whether there are any general issues with behaviour or discipline that need to be discussed

  • ask your child's teacher to explain any aspects of the report that are confusing or don't make sense.
  • Plan with the teacher and your child some strategies you can use to help your child progress in their learning. ​

After the interview:

  • keep in regular contact with the teacher to follow up on your agreed plan
  • talk with your child about what you discussed with their teacher and how you can work together to improve their learning .

You can also request interviews at other times. If you are concerned about your child's progress, make an appointment to meet with their teacher.

Questions parents/caregivers may wish to ask their child's teacher  

  • How well is my child doing?
  • What are my child's strengths and what does he need to further work on?
  • What progress has he/she made?
  • What does he/she need to do now?
  • How can I best help my child in their learning?​​