Assessing and Reporting on Student Progress: A Guide for Teachers in Grades 1-3

As teachers, we play an essential role in helping our students to reach their full potential. To do this, we need to have a clear understanding of their strengths and weaknesses and be able to provide them with targeted support to help them improve. That’s where assessment and reporting come in – by regularly recording and reporting on student performance; we can monitor their progress and ensure that they are on track to meet their goals.

Recording student performance is a vital step in the assessment process. It involves documenting the level of a student’s performance in a specific assessment activity and providing evidence of their conceptual progression within a grade. This information is then used to verify the progress made by both teachers and students in the teaching and learning process.

Once students’ performance has been recorded, it’s time to communicate this information to stakeholders. Student performance can be reported in several ways, such as report cards, parent meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, and more.
The learner’s achievement level is reported using the 7-point scale, as specified in the National Policy

Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement Grades R-12 (2011). This applies to all subjects, including Home Language, First Additional Language, Mathematics, and Life Skills.

In conclusion, assessment and reporting play an important role in helping our students to reach their full potential. By recording and reporting on their performance, we can monitor their progress, provide targeted support, and ensure they are on track to meet their goals.