National Standards aim to set clear expectations of what knowledge, understanding and skills students should be achieving at each year level to be on track to achieve NCEA Level 2 (i.e. a pathway of progress that goes through primary -> junior secondary -> secondary
In 2010 National Standards was aimed at being implemented into all schools with Year 1-8 students (this did not happen across all schools)
Teachers were required to assess students’ in relation to the Standards twice a year and provide plain language reports to parents.
Raising ‘the bar’ in our teaching and in student development
The Standards aim to provide all parents across NZ with quality assessment information on the progress of their child against nationally consistent benchmarks of achievement in Literacy and Mathematics.
The National Standards provide an opportunity for all schools to identify struggling students earlier to enable them to be given the support they need to successfully engage with learning.
Collecting and analysing student data to set school wide targets and support strategic planning.
No single source of information can accurately summarise a student’s achievement or progress.
A range of approaches is necessary in order to gather a comprehensive picture of the areas of progress and achievement
Areas requiring attention
What a student’s unique progress looks like
Necessary to draw on multiple sources – (not multiple tests.)
Sources of evidence to support decision-making Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: Test Outcomes Evidence gained from assessment tools, including standardised tools:
Effective assessment practice involves moderation.
Moderation is the process of teachers sharing their expectations and understanding of standards in professional discussions with each other in order to improve the consistency of their decisions about student learning.