– Learn how assessment systems can support learning progress and reporting
– Identify high-quality assessment and how to use data effectively
– Reflect on current systems and identify areas for improvement
What is assessment? Gathering and analysing evidence of student learning
The is the purpose of assessment?
Guide instruction – provide feedback – evaluate growth
What are some principles of effective assessment?
Validity: It actually measures the specific learning objective you set out to test.
Reliability: It yields consistent, accurate results about student performance.
Fairness: Every student has an equal opportunity to demonstrate their understanding (e.g., providing accommodations when needed).
Transparency: Students know the success criteria and expectations ahead of time.
Actionability: The results generate useful feedback that both you and the student can act on immediately.
Difference between progress and achievement?
Progress = How much a student has grown over time from their individual starting point.
Assessment = How well a student measures up against a fixed benchmark or grade-level standard.
– Assessment within the New Zealand Curriculum | Te Mātaiaho is defined as ‘on-going assessment for learning’ and at timed intervals.
– Assessment for learning happens during the learning process, in the moment, and ongoing. It can range from informal to more formal assessment opportunities, and should guide adaptions to teaching practice and inform next learning moves.
– Timed assessment provides a snap-shot of ability at a point in time, and may support reporting. We often call this Assessment of Learning.
Assessment for learning should follow the ‘Notice, Recognise, Respond’ process. Teachers notice and recognise student development and give them timely, targeted feedback/forward.
Assessment for learning can be split in to two parts. Ongoing assessment for learning (organic and responsive) or as standardised assessment (snapshot in time).
Assessment Practices that support learning might include:
– Clear use of Learning Intentions and Success Criteria
– Questioning and discussion
– Observation
– Feedback
– Student self and peer assessment
Types of assessment evidence:
Photos / Videos
Writing Samples
Modelling book observations of tasks
Bookwork / DLO’s
Self / Peer assessment (including blog commenting)
Results from quizzes, basic facts, spelling…
Notes from group work
Reading fluency / DIBELS
Tasks from Maths resources / ARB’s
PAT / SMART testing
What’s currently happening in my subject area:
Jnr PE: lots of korero, questioning, discussion but struggling to work out how to ‘collect’ this.
Snr PE: NCEA assessment based largely. Learning tasks and quizzes etc for theory content.
BPL: Collecting work samples, korero, questioning, discussion. Student conferencing at end of each term.
**We need to clearly tell our students what we are expecting of them**
This is all about appropriate success criteria. Only when students know what you are asking of them, then they can appropriately complete your assessment.