[Tuesday 2 March 2010]
1. To talk in a plain language!
2. have a brief look at what the standards look
3. hopefully provide insight in to how and why
we assess the way we do
4. what, if any impact will national standards
have on my child/children?
5. is muritai school in a healthy position to
implement this policy?
Some reasons behind them?
Identifies who is struggling and ensures teachers intervene early to
Intended to make teachers more aware of the consequences that
their choices of written texts and related tasks have, for their
students, in particular curriculum areas.
Raise student achievement - especially targeting the ‘tail’
Some thinking around Assessment and National standards
‘Assessment for reporting’ vs ‘Assessment for learning’ - our focus
is on individuals learning pathways - ‘personalised learning’.
Literacy and Numeracy are key areas to develop but so too are
student well-being, KC, Values, other curriculum areas.
Are National standards the best method of raising student
achievement? Some would say it is Quality Teaching? The Home?
Are there any risks? Labeling? Confidences? Y3-4 jump?, LS, SN,
Improve partnership between schools and the home:
- Improvements in reporting achievement to parents (jargon:
stanines, levels, A/B... without compromising what parents
The National Standards for
reading and writing:
Describe the complexity and
challenges of the texts and
tasks that students need to be
able to engage with if they are
to meet the reading and
writing demands of the whole
New Zealand Curriculum at
speciﬁc points in their
7 guidelines for unpacking and
3 key parts:
* Standard statement
* Key Characteristics
Teachers will be required to use
several sources of evidence in
order to make sound judgement
about whether a student meets
How does the teacher work out I
what level your child is at? T
Teachers will use a range of assessments to make an overall
teacher judgement to work out where each child is at, what
their next learning steps are and to set goals. School
reporting will clearly show your childʼs progress and W
achievement, what the teacher and school will do to help your E
child reach their goals, and what you can do at home to B
support your childʼs learning. S
1. How we use assessment
2. What we use and why
3. What we do with the
assessment information / data
‘Being the best that they can be’
‘Confident, Connected, Actively Involved, Lifelong
Every child is unique. That is thEIR
needs are not always the same.
We use assessment to:
- Gain knowledge and understanding of what the child can/
- As a means to engage with the learner.
- Track student achievement - how are they progressing?
- Evaluate effectiveness of learning programmes - i.e. teaching
strategies being used, level of engagement, challenge etc...
- Set annual targets / develop team strategies
- Improve our understanding - professional knowledge, reflective
practice, sharing ideas, the learner’s journey
- As part of our on-going commitment to self-review.
- BUILD STUDENT’S ASSESSMENT CAPABILITIES
Why bother trying to Build
students’ assessment capabilities
When students actively participate in assessing their learning
by interpreting their performance, they are better placed to
recognise important moments of personal learning. This helps
them to identify their own strengths and needs, and discover
how to make ‘Where to next?’ decisions.
So they can take increasing control of their own learning and,
through this process, become more effective and independent
Assessment-capable students can also provide better
information to teachers. Better student feedback gives teachers
a clearer picture of students’ learning needs and enables more
personalised development of next teaching and learning steps.
Assessment for learning
Assessment for learning is best described as a process by
which assessment information is used by teachers to adjust
their teaching strategies, and by students to adjust their
NB: Assessment is a powerful process that can either
optimise or inhibit learning, depending on how it’s applied.
FOR TEACHERS FOR STUDENTS
Assessment for learning helps teachers gather
information to: Assessment for learning helps students:
• Plan and modify teaching and learning • Identify their strengths/weaknesses
programmes - individuals, groups, class. • Identify their learning needs to guide goal
• Pinpoint students’ strengths so that both setting.
teachers and students can build on them • Understand what a quality piece of work
• Identify students’ learning needs in a clear would look like through understanding LI
and constructive way so they can be and developing SC.
• Involve parents, families and whānau in ‘GREATER OWNERSHIP’
their children's learning.
‘AtoL’ (Assessment to learn)
- Using assessment to inform programmes
- Sharing LI
- Developing SC
- Regular conferencing
- Goal setting
- Self and peer review
TERM 1 TERM 2 TERMS 3-4
LEADERSHIP GUIDE US WRITTEN WRITTEN
THROUGH IMPLEMENTATION YEAR, DEVELOP
A PLAN, BE A GO TO PERSON, MONITOR REPORT REPORT
PROGRESS, establish blog. WITHIN THE FIRST Summary of year
6 MONTHS! end achievement
DISSECT, MAKE SENSE OF, PROFESSIONAL - stating position
DISCUSSIONS, ASK QUESTIONS....
FOR PARENTS TOO! goal setting etc...
REVIEW ASSESSMENT PRACTICES,
HOW WE REPORT TO PARENTS, REPORT
STUDENT ACHIEVEMENT TO THE BOARD
INTERPRET, MODERATE, MEASURE AGAINST
EXPECTED LEVEL, IDENTIFY NEEDS,