Assessment - Effort
Effort is the way we assess and monitor students’ approach to their studies. The descriptors are used by each teacher to assess students’ effort in their classes, and this effort is reported home three times a year. We place a great deal of emphasis on effort towards learning.
Your child has the power to shape their effort in learning. The actions associated with showing "Exceptional" and "Good" effort are within every student's reach, irrespective of their learning preference, grades, or favourite subjects.
Regardless of the challenges students face or their academic standing, your child can actively choose to display enthusiasm and strong commitment in their studies.
By consistently making these positive choices, students set themselves on a path to achieve exceptional progress in their educational journey.
|
ATL |
A - Exceptional Attitude |
B - Good Attitude |
C - Inconsistent Attitude |
D - Unacceptable Attitude |
|
A highly motivated and self-disciplined student who always completes work to his/her best ability and is exceeding their target grade. |
A committed student who is determined to achieve and who completes work to a standard that reflects his/her ability and is meeting their target grade. |
A student who is sometimes unprepared, who generally acts with politeness and consideration, but can behave inappropriately causing the disruption of learning and is below their target grade. |
A student whose attitude to learning is not yet at the expected level for a student at Gable Hall School and is well below their target grade. |
Key features
- Students are ranked according to their Effort Towards Learning. Academic performance does not contribute to student scores. These scores are turned into an overall average.
- Students engage with the matrices so they understand what we mean by exceptional Effort Towards Learning.
- Students are not in competition with each other; they are ranked against fixed thresholds. However, some students may enjoy the competitive element.
- Data is collected three times a year and reported to parents in December, April, and July.
- Rewards/support strategies are launched immediately after the data is collected.
- Rewards/support strategies are consistent so staff understand their roles, and students know what to expect if they improve or slip down the rankings.
