Student Achievement & Reporting

Catholic schools in Western Australia are committed to monitoring student progress to ensure that students are provided with the best teaching possible. Schools use a proactive and sustainable approach to the collection and analysis of a range of information on student achievement, academic, spiritual, social and personal development.

In addition to this, they also participate in state-wide, national and international assessments as a way of monitoring the progress of students, schools and the system.

The Assessments in which schools participate include:

Performance Indicators in Primary Schools (PIPS)

The PIPS On-Entry Assessment is administered by the University of Western Australia and conducted in all Western Australian Catholic schools. This is an assessment of the literacy and numeracy knowledge and progress of Pre-Primary students.

Observation Survey

The Observation Survey of Early Literacy Achievement is administered to year 1 and 2 students. The systematic observation tasks help teachers to observe, through a series of tasks, young children’s early literacy behaviours. The observation survey provides easy-to-read accounts of individual progress made by students between two specific points of time.

Early Numeracy Interview (ENI)

The Early Numeracy Interview is an assessment tool consisting of a series of hands-on assessment tasks where students demonstrate mathematical understanding and preferred strategies for solving increasingly complex tasks. 

This assessment is used by teachers in a one-on-one interview situation to determine students’ existing mathematical knowledge in relation to points of growth. Analysis of the responses provides teachers with powerful information to use when planning to meet student leaning needs.

National Assessment Program – Literacy and Numeracy (NAPLAN)

Since 2008, the National Assessment Program – Literacy and Numeracy (NAPLAN) has assessed all students in Years 3, 5, 7 and 9 on the same days using national tests in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. For more  information please visit the ACARA website.

Trends in International Mathematics and Science Study (TIMSS)

The Trends in International Mathematics and Science Study (TIMSS) is conducted worldwide every four years. A small sample of schools from Western Australia participates in this assessment. 

TIMMS provides data on the Mathematics and Science achievement of students compared to that of students in other countries. TIMSS data has been collected in 1995, 1999, 2003 and 2007.

Progress in International Reading Literacy Study (PIRLS)

PIRLS (Progress in International Reading Literacy Study) in an international assessment designed to measure progress in the reading achievement of students in their fourth year of schooling.

This assessment is conducted alongside the TIMMS assessment program every four years.

Program for International Student Assessment (PISA) 

The Program for International Student Assessment (PISA) is a worldwide evaluation of 15 year old school children's academic performance. First conducted in 2000, it is repeated every three years. 

It is coordinated by the Organisation for Economic Co-operation and Development (OECD), with a view to improving educational policies and outcomes. A small sample of schools from Western Australia participates in this assessment.


All schools regularly monitor, evaluate and report on each student's achievement. Teachers exercise their professional judgement when monitoring students' progress and determining grades/levels for reporting, consistent with the school's assessment policies and the School Curriculum and Standards Authority reporting policy.

Teachers are also encouraged to use a variety of tools and resources to support them to assess student achievement. These include but are not restricted to annotated work samples, reflection sheets, diaries or scrapbooks, rubrics, sample assessment items and student/teacher journals.

Teachers may use a variety of methods for recording assessment information, including anecdotal records, audio and visual recordings, checklists, marking keys, portfolios, records of test results, observation notes and documented plans (Individual education plans and group plans).

In addition to formal reports, schools and teachers report informally in a variety of ways, including:

  • Information sessions about the teaching and learning program which are timed to suit the needs of each student or year group

  • Interim reporting as considered appropriate by parents and teachers

  • Parent teacher discussions, that may include three-way conferences in which the students participate

  • Telephone discussions between parents and teachers and informal encounters and discussions

  • Annotations in homework diaries and journals, letters, email and other forms of correspondence from teachers and schools to advise parents about successes or concerns

  • Student-directed reporting, in which students show how their knowledge, skills and understandings have developed through discussions or presentations of key achievements

  • Select collections of annotated and referenced work samples as part of portfolio evidence

  • Responses to requests from parents for additional information.