1. Log in to the application dashboard (using the email and password you registered with).
2. Select the 3 dots under the 'Action' column
3. Select 'View outcomes'.
4. Select the 'Student performance report' button to see how your child performed on the test. See Performance report below for more information.

Having trouble logging in? Refer to the Guide to logging into the application dashboard.

Transcript of video animation: ‘Understanding your child's Performance report Transcript’ (4 minutes 25 seconds)

[music]

There are three test components that make up the opportunity class placement test. Reading, Mathematical Reasoning and Thinking Skills.

The Selective High School Placement Test is made up of four components: Reading, Mathematical Reasoning, Thinking Skills and Writing.

The Performance reports show how a child performed compared to the other students who sat the test.

The white box with the coloured icon shows a child's performance. For each component of the test, the students are placed in rank order. For example, if 15,000 students sat the Selective High School Placement Test roughly 1,500 students form the top 10% for each test component. The next 15% of students make up the top 25% of students. The next 25% of students make up the top 50% and the remaining 50% of students form the final 50% of students. In this example, that is 7,500 students.

It is important to understand that the Performance report does not show the percentage of correct answers a child has achieved for any of the test components.

For example, if a child is in the top 10% for Reading, this does not mean that they scored 90%. It means the child has achieved a result that places them in the top 10% of students who completed that reading test.

Likewise, a score in the lowest 50% for Thinking Skills does not mean a child failed that test component. It means the child's results place them in the lowest 50% of students that took the Thinking Skills test. In fact, for each test component, half of the students will be placed in the lower 50% and there is no pass or fail mark for any of the test components.

The placement tests are designed for one specific purpose. To identify students who will benefit from placement in an opportunity class or selective high school.

The questions do not measure knowledge of the school curriculum, but rather problem solving and critical thinking ability, and therefore cannot be used as a diagnostic tool to identify curriculum areas where children can improve.

For many children, the Opportunity Class Placement Test or the Selective High School Placement Test is one of their first formal testing experiences. Therefore, it is important to consider if and how you will share a child's results with them.

Many children who sit the tests are used to performing well academically, and they may be disappointed if they did not achieve similar results to those they achieve at school. If sharing the Performance report with a child, please emphasise that the test is not an indication of how well they are doing at school or how well they are doing in comparison to other students in their grade.

The questions on the test are designed to challenge gifted and high potential students who are already able to perform at the very top of their grade level. There is no pass or fail mark, and only about one in eight students are successful in gaining a place in an opportunity class and a quarter of students are successful in gaining a selective high school place.

Also, it is important to highlight what the child has achieved. Taking the test is an achievement in itself, and it can help to acknowledge and celebrate this.

For further information about the opportunity class and selective high school placement process, please visit our website.

[music fades]

[End of transcript]

Parents, students and schools have told us that past reporting of scores was impacting upon student privacy and wellbeing. For example, encouraging unhealthy competition between students.

Also, the placement tests are designed for one purpose – to identify students who will benefit from placement in a selective high school or opportunity class.

Your child's performance on the test cannot be used for any other purpose. The questions do not measure their knowledge of the school curriculum. So their performance cannot be used to judge how your child's learning is developing at school.

There are no set minimum entry scores to receive an offer to a selective high school or opportunity class.

This is because the level of test performance required for each school depends on:

• the number of students who apply
• their relative performance in the placement test
• the number of places available
• how many offers are declined by parents or carers (for offers from the reserve lists).

For help with deciding upon your school choices go to What to think about when choosing your schools.

If you need to delay your child’s start at school, you must request approval from the school principal before you submit your enrolment forms. The principal may, or may not, approve the delayed start.

You cannot delay enrolment past the first day of Term 2 in the year of entry.

If the principal is unavailable because of school holidays, please contact us.

The selection committee reviews and decides on placement for students who:

• missed the test due to illness/misadventure
• had something affect their test performance
• are interstate/overseas students
• are outside the usual age or Year range
• need consideration under the Equity Placement Model
• are boarder candidates in isolated areas and/or with siblings already enrolled at the school.

The selection committee also decides how many students to place on reserve lists for each school, and on any other matters needing special consideration.

Outcome appeal

The selection committee and appeals panel make their decisions based on the evidence provided to them (for example, documents provided by parents and carers) and a student's academic merit.

Appeals will not generally be accepted if they are based on grounds that you mentioned, or should have mentioned, through the illness/misadventure process.

You can appeal against the outcome if something stopped you from submitting an illness/misadventure request within 7 days of the test.

Appeals that have the greatest chance of being upheld are those where:

• you know what happened to prevent your child from doing his or her best or attending the test, and
• you have not already told us about this event and you have good reasons for not doing so, and
• you have written evidence to support your case.

All relevant evidence must be included with appeals at the time they are submitted. Additional material will not be requested and may not be considered after the due date.

The appeals panel will consider your appeal.

However, appeal requests that are based on the invalid grounds listed below will not be sent for consideration to the appeals panel.

Invalid grounds for appeal

• Requests to re-mark the multiple choice test components.

• Matters that have, or should have been, dealt with as an illness/misadventure request are invalid grounds for appeal, including:
  • difficult family circumstances and bereavements in the period leading up to the test or on the test day
  • illness, injury, anxiety, fatigue or stress at the time of the test
  • test centre problems such as disruptions during the test or suspected shorter time given for the test
  • anything voluntary and avoidable that stopped the child from sitting the test or doing their best in the test, such as participation in entertainment, sporting events, attendance at excursions, camps, or a holiday trip.

• Perceived disadvantage due to the Equity Placement Model.
• Requests for consideration in an equity group under the Equity Placement Model (students in equity groups are identified using data from the application form and other available information held by the department).
• Concerns about how test performance is reported or the weighting of test components.
  
• Suspected problems with your child's teacher, for example: extended teacher absences or changes of teacher or school.
• The process used to determine academic merit, such as consideration of IQ results in the interstate and overseas process, or alternative evidence of academic merit.
• Lack of familiarity with the placement process, the English language, Australian culture and/or the NSW education system.
• Your child's academic performance on the practice tests on our website or other measurements or reports, such as IQ score, International Competitions and Assessments for Schools (ICAS) testing, school reports or certificates and scholarship or coaching college testing.
  • If NAPLAN results are being used for alternative evidence of academic merit, and something affected your child's NAPLAN performance, please advise the Selective Education Unit.

• Your or your child's disappointment at not receiving an offer or being placed on a reserve list or expectation of receiving an offer or being placed on a reserve list.
• Your child's young age, lack of test preparation, educational disadvantage or failure of the student to complete one or more tests.
• The inability of your child to demonstrate their potential.
• Perceived advantage your child may gain from placement (for example, travel convenience, attendance with friends or siblings and/or benefits to the family).

Appeals made on valid grounds, but where any potential adjustments would not affect your placement outcome, will also not be forwarded to the appeals panel.

After reviewing your appeal, we send you a message in the application dashboard to let you know whether or not your appeal will progress to the appeals panel for their consideration.

How to submit an appeal against your placement outcome

First, review the list of invalid and valid grounds. If you believe you have valid reasons for appeal, proceed with these steps:

1. Log in to your application dashboard
2. go to the ‘application’ section, select the 3 dots under the 'Action' column and then select ‘Start appeal’
3. complete the form
4. attach your supporting evidence that clearly supports of your points in your appeal
5. select 'Submit'.

A message will show confirming your appeal has been submitted.

Applicants must satisfy residency requirements before a place can be offered.

An appeal based on residency can made if you have written proof that you are about to be approved for a permanent residency or other eligible visa.

To submit a residency appeal:

1. log in to your application dashboard
2. go to the ‘applications’ section and select the 3 dots under the 'Action' column and then select 'Start appeal'
3. follow the steps until you get to ‘Residency’ appeals
4. complete the form
5. attach your supporting evidence
6. Select 'Submit'.

A message will show confirming your appeal has been submitted.

Parents can appeal against their child's malpractice determination.

A link to appeal this decision will be available in the malpractice letter they receive. The appeal must be submitted by the due date noted in the letter.

The appeals panel meets to consider and decide the outcome for all appeals.

The appeals panel includes:

• a selective high school principal,
• an opportunity class principal
• a Director, Educational Leadership.

The appeals panel will consult with the school principal if necessary.

Shortly after the appeals panel meets, parents will be told about their outcome – see Key dates.