How to generate individual reports
In the POM National Tool, the formative assessment helps you collect evidence about a child’s current strengths and capabilities across different situations and experiences.
When you complete a formative assessment, the child’s current capability is shown as an estimated ‘stepping stone’ (known as a level) along the learning progression.
The more evidence you collect of what the child can do, the more confident you can be in the estimate of the child’s current capability when planning future learning experiences. You will see prompts within the POM National Tool as you progress through the assessment about the strength of the evidence you have collected so far.
In 2027, you will also be able to complete more than one assessment for the same child, at least six months apart. This will allow you to see the child’s progress over time represented along the learning progression.
You will need to be logged into the POM National Tool to view children’s formative assessment outcomes along the learning progression. From your home page when logged into your account, access the POM National Tool.
From within the POM National Tool, select the Outcomes tab. This will take you to the page, which will display:
- all participating children you have added to the account
- how many days are left to complete the formative assessment with each child (within their 2-week assessment window).
- You can search for a particular child using the search children text box, or by scrolling through the list to find their name.
You can sort or filter the list by assessment status and by learning progression level for completed assessments. Once you have found the child whose outcomes you wish to view, select the checkbox next to their name and click View profile.
The Outcomes page for that child will display an option to Switch Domain (between oral language and literacy and executive function).The navigation bar on the left allows you to navigate to each section: Assessment, Progress and Next steps.
The Assessment section will show the tiles which have been allocated to the child along with the tile type and the completed date.Note: if the child has not completed enough tiles for sufficient evidence to show their location on the learning progression, the screen will display the text ‘more evidence needed’ and list which tiles have not yet been completed.
The Progress section will show the estimated level (current learning represented along the learning progression) and associated level descriptor text, which explains what it means for a child’s current learning to be represented at that level.
When a child’s learning is described at a particular level (location) along the learning progression, the descriptions at that level give the best reflection of the child’s current capability in that domain. It is most likely that the child shows the skills described at that level about half the time and is continuing to develop these skills. However, some children at that level will be just beginning to show those skills, some of the time. And some children will be showing the skills very consistently and will be almost ready to move onto the next level. Some children will have a mix of skills that they demonstrate consistently, while other skills are just beginning to emerge. The teacher or educator can use the level descriptions to guide conversations and further observations of the child in daily learning experiences and routines.
You can select Go to learning progression to read a description of the skills the child is likely to have already learned (i.e. by navigating to a previous level along the learning progression). You can also navigate to the descriptions from the next level in the progression to see a description of the capabilities the child might be ready for next.
The Next steps section shows links to relevant practice prompts. These provide evidence-informed ideas about practices to support children’s learning in a particular area of capability (strand) that was included in the child’s assessment. Each practice prompt includes advice about how to tailor the practice for a diverse range of children.