At Caroline Chisholm College, we conduct an open and equitable assessment program where learners are challenged to undertake assessment activities to the best of their ability. In its broadest sense, assessment is anything that helps clarify the learning needs of each student within a course. It is the process of obtaining information and using it to form judgements that in turn are used in decision-making about student learning and teaching practice.

Assessment at Caroline Chisholm College can be formal and/or informal and occurs in an on-going way as part of learning. The THREE approaches to assessment used at Caroline Chisholm College are all in line with current NSW and Australian Curriculum Syllabus Documents. These include:

- Assessment OF Learning: assists teachers to use evidence of student learning to assess student achievement against learning goals and standards. This type of assessment is summative in nature.

- Assessment AS Learning: involves students in the learning process where they monitor their own progress, ask questions and practise skills. Students use self-assessment and teacher feedback to reflect on their learning, consolidate their understanding and work towards learning goals.

- Assessment FOR Learning: enables teachers to use information about students’ knowledge, understanding and skills to inform their teaching. Teachers provide feedback to students about their learning and how to improve. This type of assessment is formative in nature.

The policy and procedures outlined in Assessment Handbooks reflect the principles of justice and accountability. They aim to enhance every individual learner’s total development including the achievement of self-esteem, self-discipline and positive attitudes towards learning and improvement.