Understanding Queensland Achievement Scales and QCAA Reporting Requirements

Queensland Achievement Scale Overview

Queensland schools use two different achievement scales for reporting student progress, mandated by the Queensland Curriculum and Assessment Authority (QCAA). Prep students use a 5-point scale, while Years 1-10 use the standard A-E achievement scale. These systems provide consistency across Queensland schools and help parents understand their child's achievement relative to the Australian Curriculum (Queensland).

A-E Achievement Scale (Years 1-10)

A - Outstanding

The student demonstrates extensive knowledge and understanding of content, and applies highly developed skills and processes in a wide variety of contexts. The student consistently produces work of exceptional quality that shows synthesis and evaluation of ideas, and applies sophisticated critical analysis.

B - High

The student demonstrates thorough knowledge and understanding of content, and applies well-developed skills and processes in most contexts. Work is consistently of high quality, showing depth of understanding with effective analysis and evaluation.

C - Sound

The student demonstrates sound knowledge and understanding of the main areas of content, and applies skills and processes in familiar contexts. Work is generally of good quality, meeting syllabus expectations and showing satisfactory understanding.

D - Basic

The student demonstrates basic knowledge and understanding of content, and applies skills and processes in routine contexts. Work meets minimum syllabus requirements but shows limited depth of understanding or application.

E - Elementary

The student demonstrates elementary knowledge and understanding of content, and applies skills and processes with teacher guidance. Work partially meets syllabus requirements and shows emerging understanding of fundamental concepts.

Prep 5-Point Scale

Prep students are assessed using a unique 5-point scale that reflects their developmental stage and readiness for formal schooling. This scale focuses on foundational skills and dispositions for learning.

Establishing

The student is beginning to demonstrate understanding of concepts and skills. They require significant support to achieve learning outcomes and are developing foundational understanding.

Making Progress

The student demonstrates developing understanding of concepts and skills. They require some support to achieve learning outcomes and show growing independence in their learning.

Achieving

The student demonstrates sound understanding of concepts and skills. They can apply learning in familiar contexts with minimal support and meet expected Prep-level standards.

Advancing

The student demonstrates thorough understanding of concepts and skills. They can apply learning in new contexts and show independence beyond expected Prep-level standards.

Excelling

The student demonstrates extensive understanding of concepts and skills. They consistently apply learning in complex contexts and show exceptional achievement well beyond Prep-level expectations.

Special Cases and Considerations

Students with Disability

Students with disability may be assessed against Individual Curriculum Plans (ICPs) or modified achievement standards. These personalised plans ensure assessment is appropriate to each student's learning needs while maintaining alignment with curriculum goals.

English as an Additional Language/Dialect (EAL/D)

EAL/D students are assessed against the same achievement standards as their peers, with consideration given to their English language proficiency levels and cultural backgrounds.

Writing Comments Aligned with Achievement Levels

Your written comments should clearly reflect and justify the grade awarded. An 'A' grade comment should describe sophisticated understanding and application, while a 'C' grade comment should describe sound, age-appropriate achievement. For Prep students, comments should reflect developmental progress and readiness for Year 1.

Writing aligned comments can be challenging, particularly when creating personalised feedback for 25+ students. Using AI tools trained on Queensland standards can help maintain consistency and alignment while preserving your professional judgment about each student's actual achievement.

Queensland-Specific Considerations

• Australian Curriculum (Queensland): All assessment must align with the Queensland version of the Australian Curriculum, which includes Queensland-specific elaborations and contexts.
• OneSchool Integration: Achievement data must be entered into OneSchool, Queensland's comprehensive student information management system.
• Reporting Frequency: Schools provide formal reports at least twice per year, with interim reporting requirements for some year levels.
• Parent-Teacher Communication: Achievement scales should be complemented by specific examples of student work and clear next steps for improvement.

Best Practices for Assessment and Reporting

• Use multiple assessment methods to gather evidence of student achievement
• Provide students with clear criteria and exemplars before assessment
• Maintain records of student work samples to support grading decisions
• Ensure comments provide specific examples and actionable feedback
• Collaborate with colleagues to ensure consistent interpretation of achievement standards

For practical examples of comments at each achievement level, visit our comment library or review our best practices guide.