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Continued absences affect students' grades. if there are things happening at home, they will be absent or if they prioritise other curricular areas. absences affect work and thus school grade, however we still need to be mindful of simply penalising grades because of absences, we should be assessing performance not attendance.

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Students may not be in a school/classroom environment, they may be homeschooled or have learning difficulties/disabilities. Therefore, their reading, writing and understanding skills may be affected.

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Are those of us, native speaker teachers, biased? are we being too 'strict', etc when assessing students who are 'almost' native (i.e. born here but with parents from a paricular language speaking country?) and second language learners? What are we basing our assessment on exactly when ACARA doesn't have clear rubrics, guidelines? Do 'native' teachers have 'unrealistic' expectations: that the students should have 'native like' proficiency by the end of Yr 6 (or Stage 2 Continuers?

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We are trying to challenge our kids but sometimes a percentage to aim for in grade improvement can be counter productive.

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We are trying to challenge our kids but sometimes a percentage to aim for in grade improvement can be counter productive.

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In term 4 no more grade D in Khmer language.

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In term 4 no more grade D in Khmer language.

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For year 3 term 3 grade of students increases but less in term 4

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For year 3 term 3 grade of students increases but less in term 4

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There were so many new students this year. It can affect on students’ grades.

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Sometimes the parameters for what is a C grade, etc. can change a bit.

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Sometimes the parameters for what is a C grade, etc. can change a bit.

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The enrolment number drops may because when Year 6 students move to middle school, and they have more options with the language study or continue with the language they are learning at their day school.

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In year 4 in Khmer we lost students by term 4

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In year 4 in Khmer we lost students by term 4

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In all languages grades generally improve

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In all languages grades generally improve

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The percentage of A grade Chinese students are increasing term by term in 2022. B and C grades are decreasing term by term. Only 1 D grade student for a whole year.  No E grade 😀!

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The percentage of A grade Chinese students are increasing term by term in 2022. B and C grades are decreasing term by term. Only 1 D grade student for a whole year.  No E grade 😀!

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Students were improving term by term. B and C students moved up to reach A grade. Students could meet teacher's expectations, as they knew how to make progress and what to do.

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How can we measure kids interest in the language in relation to their grades achieved? The other factor is that we have background speakers.

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How can we measure kids interest in the language in relation to their grades achieved? The other factor is that we have background speakers.

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only 3 students withdrew from Spanish between term 2 to 4 

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only 3 students withdrew from Spanish between term 2 to 4 

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finding issues in assessing reflection (i.e. intercultural understanding as an A or B).

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By the end of Term 4, there aren't any D's in Spanish

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By the end of Term 4, there aren't any D's in Spanish

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What does the data tell us about the well-being of students and also the parents?

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What does the data tell us about the well-being of students and also the parents?

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Graded by Year 1-7 from 2018 to 2021 has not changed much.

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giving a clear expectation of what an A, B and C look like

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Noted that more A's are given in French than Italian for same year levels- but is this because there are more French students?

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Noted that more A's are given in French than Italian for same year levels- but is this because there are more French students?

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In primary school is it clear what the difference between a D and an E. Overall there were no Es for primary school in 2022.

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In primary school is it clear what the difference between a D and an E. Overall there were no Es for primary school in 2022.

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French has the highest marks in term 4.

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The number of D students in Year 6 in Chinese were quite consistent throughout the whole year. Were these the same students?  How can you support these students?

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Cs decrease by term 4 while As and Bs inrease

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Cs decrease by term 4 while As and Bs inrease

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Ther are more A's in T3 than T2.I can notice the improvement in student's learning by T3 Good there are no E's however students some D's in T2 and disappear in T3

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Ther are more A's in T3 than T2.I can notice the improvement in student's learning by T3 Good there are no E's however students some D's in T2 and disappear in T3

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How do we look at the shorter primary classes and 3 hours classes differently?

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How do we look at the shorter primary classes and 3 hours classes differently?

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How is data used?  Looking at teachers classes or helping with student results.

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How is data used?  Looking at teachers classes or helping with student results.

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In all languages, Bs were the most common mark.

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There were some Ds in Term 2 in Spanish, but they disappeared in Terms 3 and 4.

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A grade of students increases term by term. At the end of the year students will get more grade A and B.

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A grade of students increases term by term. At the end of the year students will get more grade A and B.

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Both As and Bs increased in Spanish from Term 2 to Term 4

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in the beginning we are more conservative in giving As. Giving too much or too less A in the first terms might results in increased or decreased motivation for students to try harder for the next terms

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Term 3 to Term 4 in Japanese - no increase in As. Couldn't bring the grade up for term 4 in 2022.

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Term 3 to Term 4 in Japanese - no increase in As. Couldn't bring the grade up for term 4 in 2022.

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from term1 to term 4 students need improvement grade

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from term1 to term 4 students need improvement grade

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by term 4 there is higher percentage of As cause teacher knows their students better and more confident to give A.

Could it be a good thing or a problem?

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There is a greater percentage of A's in Term 4 as we evaluate their knowledge and how much they have accumulated over the year.

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Term 4 has more As than term 2 and 3.

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A grades in primary increase term by term. Possibly due to students building on their knowledge as the terms progress.

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A grades in primary increase term by term. Possibly due to students building on their knowledge as the terms progress.

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In Year 5 and 6, the A's almost doubles by Term 4.

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From Year 1 to 4, the B grade is always the highest.