There is a requirement for schools of all types in the UK to have Ofsted compliant systems of assessment, tracking and reporting.

The way that education is measured and reported is an area where professional opinions can differ significantly.

In the UK schools are bound to track, assess and report pupil progress in line with the national curriculum; however there are some schools outside of the UK that are trying a different reporting system.

One such experiment is taking place in Australia where Nossal High School has removed grades from its reporting because they found parents and students were giving them too much attention and missing out on important feedback.

The Assistant principal, Sue Harrap said she felt that the previous mandatory reporting style left teachers feeling “boxed in”.

Instead students and teachers contribute to the new report cards and rate the student’s knowledge, skills, participation, reflection and study habits.

The tracking and assessment reporting system that the school is using is published to families four times a year and contains more information that a traditional grade focussed report.

Importance of Assessment Tracking In The UK

The experiment in Australia highlights the benefits of bespoke assessment and measurement in the participating schools. In the UK the national curriculum means that schools are obligated to measure and track certain endpoints and monitor progress.

However, for schools looking for additional flexibility due to an alternative measurement of success or those operating within faith curriculums, bespoke school reporting can allow for a higher level of visibility and engagement.

This can improve the communication and reporting between education managers, teachers, parents and the students themselves.

Although the UK curriculum does not allow for the following of the model being adopted in parts of Australia, there is certainly some validity into looking at how school reporting can better serve those involved.