Parents Victoria is the only organisation representing parents in Victorian Government Primary and Secondary schools. It has been working for a quality public education system which is available to all children for seventy five years. The policy of Parents Victoria has been democratically developed and so is representative of the views of parents from across the state.
Parents Victoria policy on student assessment and reporting is attached to this report. This policy recognises the vital importance of clear, frequent and effective communication between the school, individual teachers and parents with the creation of a strong partnership which ultimately benefits the student.
Parents Victoria also recognises the benefits of a variety of home based activities which enhance student’s skills. There are many issues however, which need to be considered before a policy on homework is adopted if indeed, at all.
As the Achievement Improvement Monitor is the framework through which Reporting and
Homework policies are proposing to be implemented, it is gratifying to know that the
Department of Education, Employment and Training is willing to acknowledge the views of parents as they have been expressed through this consultation process and from the policy of
Parents Victoria, prior to any final decisions being determined.
This consultation process was undertaken in order to gather data and information on community attitudes and concerns towards current practices and ideas for future practices regarding reporting on student progress and homework policies.
The process was initiated as part of a Service Agreement between Parents Victoria and the
Department of Education, Employment and Training.
The Reporting and Homework aspects of the consultation were identified, discussed and responded to as separate components.
It was decided, following discussion with the Schools Community Support Branch, to organise a series of parent forums across the state. The forums were open opportunities for parents from schools in the local area to discuss the issues of both student and whole school reporting although the far greater emphasis was placed on student reporting. Homework was also discussed at the forums.
Advertising was achieved through the DEET edumail then into the schools’ newsletters, Parents
Victoria newsletter and the local news media. During the sessions, brainstorming was used as well as discussions which led to shared views. All ideas were recorded on butcher’s paper with participant feedback.
The written parent surveys were developed following discussion of the policy subcommittee and

the realisation that many parents might like to express their views and may not be able to attend a forum. The surveys were a mixture of qualitative and quantitative questions with predominantly closed responses but allowance for additional comments, with several questions requiring choices and qualifying comments. These have been reported separately in this report as the respondents had no opportunity for discussion with other parents.
The Assessment and Reporting section included the following categories:
Student reports:
Curriculum Standards Framework reports:
Statewide Testing:
Parent Teacher Interviews:
The Homework section was based on the seven questions as presented in the DEET draft guidelines pamphlet.
It was considered that the current policy of Parents Victoria on assessment and reporting should also be included as it is a reflection of parents views which have been democratically developed over 75 years. Some additional points for consideration and discussion regarding homework were developed by the Policy Subcommittee of the Executive are also included. This document is also a response to the “Draft Homework Guidelines” from the Department of Education,
Employment and Training.
The data was collected over a period of six weeks from the Parents Victoria membership and other interested parents. Notes from all the forums have been collected, collated and positive and negative comments have been grouped, with ideas for improvement also categorised.
Twelve parent forums were held in the following locations:
Glenroy, Bimbadeen, Seaford, Werribee, Mildura, Patchewollock, Bendigo, Shepparton,
Warragul, Horsham, Terang, Kerang.
Attendances varied with a range of male and female participants and age groups being represented. A number of parents were unfamiliar with Parents Victoria and its policy and so came with individual views.
149 surveys were received from across the state.
With the large diversity of geographics and demographics, participant’s views can be seen as widely representative of parents of students from government schools across Victoria.

1. Parents were asked to define what forms assessment and reporting currently takes.
Ö A variety of modes of reporting were described by parents.
Relating to student progress these included:
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Computer generated student reports
Informal interviews
Student Diaries and progress journals
Informal contact from school via phone or letter
Observation book (Primary School)
Kidmap reports
LAP reports
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Relating to school accountability these included:
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Newsletters
School Council reports
Parents Club meetings
School information Handbook
Triennial Review
Information evenings.
Ö 2. Parents considered why reporting is important to them i) Parents considered student reporting absolutely vital to:
Determine how their individual child is going in all areas including curriculum, social skills
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• and abilities, attitude and attendance
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Enable the parents to assist their child
Find out what their child is learning and have some say
Enable feedback to the student to ensure ownership of strategies put in place
Create an open line of communication between parents, teachers and students
Identify together students’ strengths and weaknesses
Ensure there is a written record of the students achievements.
• ii) Parents considered school reporting absolutely vital to:
• Ensure an open communication between school, parents, teachers, students and the wider community
• Ensure schools’ accountability to parents and the wider community
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Identify whether schools are achieving their school charter priorities
3. Parents were then asked to write for themselves 3 things they liked about current reporting practices. These were then shared in the group and recorded for all to view.

• i) Student reporting.
Reporting process :
• Written reports at least twice per year with brief interim reports was the favoured model.
• At least two parent, student, teacher interviews per year held during, not at the end of term, to allow time for changes to be put in place.
• Student communication diaries were seen as particularly popular as long as they were kept up to date.
• Schools with “Open door” policies where parents felt comfortable to go to the school or speak to the teachers at any time were seen as vital to all groups of parents.
• Parents requested curriculum information at beginning of semester.
Report content :
• Personal comments from teachers were seen as important to satisfy parents that their child was being treated as an individual.
• Computerised reports - with not too much detailed information but enough for parents to comprehend (this view varied with many parents wanting as much detail as possible and others wanting only specific information).
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Reports where parent friendly language is used.
Student self assessment was also seen as a very useful tool in engaging the student in strategies for improvement
• Progressive profiles of students to give an ongoing view of progress.
• Feedback on social skills important
• Parent contract to establish clear support for implementation of strategies.
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Positive feedback
Each subject area being reported on separately
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Comments from the Principal as well as specialist teachers
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Columns acknowledging effort! ii) School reporting:
Newsletters were seen as vital communication between schools and parents
Parents Clubs where School Council and Principal reports were shared were also seen as important.
• Information nights regarding not only curriculum issues, but also to report on the School’s progress re the School Charter priorities were popular.
• Dissemination of the School’s Annual Report was also seen as important.
4. Parents were then asked to write for themselves 3 things they disliked about current reporting practices. These were then shared in the group and recorded for all to view.
• i) Student Reporting:
Reporting Process:
• Reports that are distributed just prior to parent teacher interviews were not seen as useful.
• Lack of individual attention as seen as an issue.
• Lack of confidentiality at Parent / Teacher interviews was seen as a big issue for parents and

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• students.
• Inadequate time for interviews was highlighted.
• Inadequate assistance for parents so they are more equipped to assist their child is needed.
• Reports given out last day of term were seen as being particularly problematic as there is no time for follow up.
• Student diaries that are not maintained were seen as a wasted resource.
• Samples of work sent home tend only to be best efforts, not inferior ones to give a realistic view for the parents.
Report content:
• CSF level reports were generally seen as confusing, too generic / broad, and no parents who attended had had the opportunity for information sessions on the CSF. Confusion largely related
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• to the two year framework of the CSF levels.
• Too much information on reports (only seen as an issue for a few parents, mostly those with
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• difficulty comprehending information for a number of reasons eg NESB).
• Lack of information on relative performance with others in grade / like schools. ii) School Reporting:
Lack of financial accountability
Lack of access to School Council or Parents Club meetings to gain information
Triennial Reports and School Charters which are not in parent friendly language - these need to demonstrate that the school is achieving its goals.
School Council reports should be in School Newsletter.
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5. Parents were then asked to brainstorm ideas or strategies to address these concerns.
i) Student Reporting
Great emphasis was placed on regular, effective communication early in the term. This could be on an informal basis but needs to be before issues or patterns develop which may negatively affect the student.
The absolute importance of the student being present at interviews, especially at secondary
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Parents expressed a desire for information sessions on how to assist their child with school work as well as social issues.
Parents also expressed a need for information sessions to explain the reporting process and model.
An integrated approach and communication between the student’s year 6 & 7 teachers to allow smooth transition.
More discussion between teachers on individual student’s needs.
Class representatives / advocates for Parent / Teacher nights to assist with communication for NESB parents or those needing support.
Effective and consistent use of diaries, learning journals etc.
Teachers could initial diaries when assignments or work is handed in.
Parent Teacher interviews could be held on the weekend.
Issues of concern could be notified both to parents and from parents via a communication or

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• appointment sheet.
• Timing of interviews needs to be more flexible ie one night per week for 3 weeks.
Homegroups which follow the student through year levels are seen as a means of consistency and stability for students and parents.
Examples of student’s work can be used to clarify reports.
Parents felt it was vital to report on social skills, attitude and attendance as well as academic results.
Reporting format should not include tick boxes - they should be written comprehensively enough to be meaningful but simple enough to be understood.
Teachers should all wear name badges and introduce themselves if unknown to the parent.
Suggestion that DEET guidelines are established which direct schools to have minimum number of comprehensive written reports (at least 2 per year) with written interim / progress reports in clear, simple language which is uniform within the school.
There was a general feeling that reports should be consistent throughout the school but that the reporting model, although following basic guidelines, should be developed at the school level.
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• ii) School Reporting:
Annual Reports should be available to all parents.
School Council meetings should be more open, where parents feel free to take ideas or constructive criticism.
Mailing out newsletters to parents at least once per term means that parents do receive important information.
Question 1: Preamble
Parents had differing views on what homework actually was or what it should be.
Parents of primary age children especially from prep to grade 4 felt that there should be more social and skills based activities outside school hours not just classroom-based activities.
Parents felt that going to sport-related activities or music, dance, drama activities were more beneficial for their children at such a young age.
When children reach upper primary and secondary school then that is where the homework structure should be more enforced. Parents thought though that there still has to be a balance of both classroom related activities plus social activities.
What is homework?
There were differing views from parents on what exactly is homework. Some felt that homework should only be reading, assignments, extended English and mathematical activity sheets but not for catching up on work not completed in the classroom. They felt that the teacher has the responsibility of ensuring that class work is completed in the classroom.
Parents felt that fostering good study habits was easier said than done. Schools and teachers have to be more responsible for teaching the children how to organise their time more efficiently. This

should be started in mid primary years and not wait until mid secondary years to teach them.
Some parents said that their secondary school aged children were never taught management skills for study. This has to become a priority for children to benefit.
Parents were unclear about whose responsibility it is to provide the opportunity for the student to be responsible for their own learning. There was a general feeling of mutual responsibility between parents, teachers and school.
Parents felt that external circumstances sometimes prevented the child from having that opportunity. Rural children sometimes have to help on the farm, some children have to care for siblings after school and the home environment might not be suitable for study. Every child is an individual with individual circumstances and needs. These have to be taken into account at the school level.
All parents felt that there should be a homework policy. The policy should be developed at the school level with the School Council, teachers, parents and students involved. Some secondary school parents stated that students were not consulted when their homework policy was developed and this is vital for an overall view from the school community. Parents felt that the policy should be reviewed every three years.
Question 2: Principles
Parents felt that homework provided opportunities for them to be involved with their child’s learning. The partnership between the school and the parent was vital for this to be achieved but unfortunately some parents felt that there was not enough clear communication from the school regarding what homework was set and what was required. Parents were not told of the concerns teachers had early enough and this creates more stress and pressure for both the parent and the child.
That is why it is vital that parents know what to expect regarding homework at the start of each term. The majority of parents do not receive any information now, this is not to say that it hasn’t been handed out to the student but the parent does not necessarily sight this. This again comes down to better communication between the parent and the school.
It was also noted that the school should become aware of the students home environment and the opportunity is not always there e.g.: NESB parents, single parent families, step families.
Provision to support these students has to be made available.
Homework diaries were an excellent idea but only when properly utilized. A number of parents said that their school provided diaries but they were never used. Parents felt that the school did not teach the child/parent the benefits of using the diary to help development of organisational and communication skills.
Parents from Portland Secondary College said that their children and the teachers used the diaries to full advantage. The students had to write all homework in them every day and then the teacher and the parent signed the diary every week. It was an excellent system and kept the parent and

teacher informed at all times. Their homework policy was also in the diary so everyone knew what was expected. Sadly this was the only school we found from the forums that used the diary efficiently at all times.
An Eastern Secondary College spent considerable time in servicing all year 7 parents on student diaries and their purpose this was not followed through. Ultimately parent’s confidence was lost at the outset as was the self-discipline of the student.
Schools certainly need to assist students to enable them to complete homework but the level of assistance must vary according to their individual needs. After school homework clubs have limited value especially when circumstances prevent students from attending. Allowances have to be made for students with circumstances beyond their control. Parents have said that this is not always the case at their child’s school.
All parents agreed that the amount of homework set has to be achievable for the student.
Unrealistic amounts set only cause stress for the student and friction in the home environment. It also can cause low self-esteem in some children who feel that they are not achieving what is expected of them. Homework needs to be meaningful, achievable and consistent throughout the school. Parents do compare between teachers of the same grade level and questioned inconsistencies.
It was agreed at all forums that there must be clear instructions, better planning (especially at
Secondary Schools), co-ordination and more innovative ideas to engage the students.
Question 3: Homework in years P- 4
All parents agreed that reading is a vital part of their child’s development and should be encouraged and was generally seen as separate to homework.
Again some parents asked, “what is homework”, especially at this stage of their child’s schooling.
Parents felt that homework given was further extension of class work.
Parents felt that social skills were most important at this early stage and a balance was required to ensure that these were not neglected.
Mixed views on the allotted times set; some said that it restricted their child and others stated there needs to be a combination of both class work and social activities.
Most said that 30 minutes a day was too long for that age group.
If times were to be given, parents indicated a strong preference for a maximum amount rather than a minimum.
All parents agreed that there should definitely be no homework on weekends and holidays.

Question 4: In the middle years (Years 5-9)
All parents agreed that teachers have to coordinate amongst themselves so unrealistic amounts of homework are not set at the same time.
All agreed that reading again is vital but some confusion whether this should be set in the allotted times as some children would read for hours.
Parents had strong views that there should definitely be no homework set on weekends and holidays.
All felt that in this age group it would be beneficial to provide training on organisational and management skills.
Again parents expressed mixed views on the prescribed times.
Most parents felt that 45 minutes for year 5 was too much.
Most parents felt that only a maximum time should be set rather than a minimum.
Question 5: Later years of schooling (Years 10 – 12)
Most important issue was that no undue stress was placed on the student and all parents were pleased that this issue had been addressed in the guidelines.
The balance between study and recreation is vital and this can be achieved with effective planning.
All parents hoped that students had achieved good organisational and management skills by this level, teachers need to be aware of how this is managed and assist where necessary.
Parents realised that the amount of time necessary for these year levels was considerably longer than other age groups but felt that it should be more study and revision homework.
Parents agreed again that a maximum guide was useful but students will usually determine their own patterns of study.
Question 6: Roles and Responsibilities
The responsibility of the School Council to work in partnership with teachers, parents and students is vital so that the communication link between them all works efficiently.
Parents and students have to be a part of the consultation process and be listened to as well as taking ownership and supporting to develop their own policy and practices.
Parents felt that it has to be acknowledged that all schools are individual communities and one policy for one school might not necessarily suit another school, so it was important for each school community to develop their own policy.
If diaries are introduced then it up to the school to make sure that these are maintained properly by both the student and the teacher.
Parents were concerned that teachers set homework and then didn’t follow up with process, either marking the homework or talking to the student. Parents feel that if homework is to be set then teachers have to be accountable for setting the homework and correction ie. Parents not happy about students doing self correction.

Question 7: Other comments
Parents expressed concern regarding negative consequences for the student, should they not complete set homework.
Class teachers who lack organisational skills need to have professional development to rectify.
VCE study groups – great idea but rural students are often disadvantaged.
Home Group / Year Level Coordinator could utilise the opportunity to discuss homework plans to ensure that teachers not overloading students.
Homework could be displayed in the classroom to ensure students have noted it.
Homework ideas, best practices and strategies could be shared via the school newsletter.
Honest feedback to parents in a positive manner.
Homework time allocations if set could be weekly in preference to daily to allow flexibility for students involved in social/work activities.

Reporting of student progress is seen by parents as a vital communication between themselves and the school.
The overwhelming feeling was that parents want to know what their child is learning and what is expected of their child, how they can assist their child and any issues, both academic or social that they are experiencing.
The written reports need to contain information which is in simple terms but which gives the parent a comprehensive view of how their child is performing.
There was some discussion about comparisons between students and schools but this was generally seen as unproductive as there was strong recognition of each child being accepted as an individual and that direct comparisons were not conducive to positive outcomes. Parents did however, identify the need to know where their child was in relation to other children at the same age.
The CSF levels were generally acknowledged by parents as meaning very little in their current reporting format.
Parents attending the forums expressed their need to be active partners in their children’s learning and that the only means of this occurring was for schools to actively engage parents with information and interaction as often as is practicable. All parents wanted to feel comfortable in their child’s school and secondary schools seemed to be the most distant to parents.
School accountability was seen as a real issue for parents. Many expressed an interest in the school’s priorities and goals but were not often encouraged to access information from the school. The current structures such as School Council and Parents Clubs were seen as an important means of gathering information about the school’s progress and attitudes.
Homework was generally seen as important for generating effective organisational and time management skills for students.
Parents were concerned however, at the degree to which homework should be prescribed and the pressures it can place on the home environment when children are enjoying a range of social activities which parents see as vitally important.
The need for schools to coordinate homework was also identified, with maximum time allocations of homework rather than minimums preferred.
Many parents came to the forums generally in favour of homework, however, after discussions with other parents became aware of social, cultural and other issues that can impact on the opportunities for students to manage school work at home.
There was also an emphasis on the fact that homework should be enjoyable and challenging, not just an extension of work done in the classroom.
The surveys reflect more individual views without the benefits of discussion with other parents.
There was a definite view from the surveys that the prescribed times for homework were excessive.
Parents Victoria is pleased to present this report to the Department of Education, Employment

and Training and looks forward to ongoing consultation on the vital issues of Reporting and
Homework, which greatly affect parents and ultimately students in our schools.