Reporting and Assessment
Rationale
The primary purpose of assessment is to improve ākonga learning and kaiako teaching as both respond to the information quality assessment provides. Assessment does more than simply diagnose and identify students’ learning needs; it can be used to assess improvements across the school system to inform a cycle of continuous improvement.
Key Assessment Tools
Daily Akonga work will be used to reflect on and respond to learning needs and progress. Some of this will be shown via Seesaw.
The PaCT (Progress and Consistency Tool) will be used by kaiako to support accurate judgements about curriculum level achievements in Reading, Writing and Mathematics.
E-asttle - The purpose of every e-asTTle assessment is to determine what a student knows now and what they can learn next. e-asTTle helps by providing scores and information that can be used by teachers, students, whānau and school managers to better understand the student's progress and make decisions on how to support their learning. As a kaiako, it's important to create a positive classroom environment where students feel motivated to participate in assessments. If students are not fully engaged during the test, their results may not be reliable.
Targeted Assessments (including standardised assessments) wil be used on an as needed basis to support understanding of ākonga progress and achievement in a range of areas.
Better Start Literacy Assessment Tool incorporates carefully designed monitoring assessments focused on critical early skills known to influence reading success. This includes letter-sound knowledge, phonological awareness, oral language, word reading and spelling, and connected text tasks, specifically designed to monitor children’s literacy growth in their first year of school, and provide specific direction for teaching at the class and individual level.
At all times kaiako will seek to use resources that can be used meaningfully by all those invested in our success:
Tools will be selected to enable kaiako to:
Reporting to Whānau
Effective reporting of ākonga progress and achievement across the curriculum requires more than one-way transmission of information from kaiako or ākonga to whānau. It requires meaningful, ongoing information sharing processes where the roles and expectations of ākonga, kaiako, whānau, and the wider community are clear.
Links to the research:
The primary purpose of assessment is to improve ākonga learning and kaiako teaching as both respond to the information quality assessment provides. Assessment does more than simply diagnose and identify students’ learning needs; it can be used to assess improvements across the school system to inform a cycle of continuous improvement.
Key Assessment Tools
Daily Akonga work will be used to reflect on and respond to learning needs and progress. Some of this will be shown via Seesaw.
The PaCT (Progress and Consistency Tool) will be used by kaiako to support accurate judgements about curriculum level achievements in Reading, Writing and Mathematics.
E-asttle - The purpose of every e-asTTle assessment is to determine what a student knows now and what they can learn next. e-asTTle helps by providing scores and information that can be used by teachers, students, whānau and school managers to better understand the student's progress and make decisions on how to support their learning. As a kaiako, it's important to create a positive classroom environment where students feel motivated to participate in assessments. If students are not fully engaged during the test, their results may not be reliable.
Targeted Assessments (including standardised assessments) wil be used on an as needed basis to support understanding of ākonga progress and achievement in a range of areas.
Better Start Literacy Assessment Tool incorporates carefully designed monitoring assessments focused on critical early skills known to influence reading success. This includes letter-sound knowledge, phonological awareness, oral language, word reading and spelling, and connected text tasks, specifically designed to monitor children’s literacy growth in their first year of school, and provide specific direction for teaching at the class and individual level.
At all times kaiako will seek to use resources that can be used meaningfully by all those invested in our success:
Tools will be selected to enable kaiako to:
- Support curriculum level judgement decisions
- Share and celebrate learning progress against curriculum goals and objectives
- Inform future planning
- Set, evaluate and share progress against personal goals and success criteria (linked to curriculum unit plans).
- Support their child with ongoing learning
- Celebrate progress against goals with their children
- Support applications for external service provision eg: PLD, ICS or ORs applications
- Track progress in critical areas and identify emerging patterns or trends in data that may need to be addressed
Reporting to Whānau
Effective reporting of ākonga progress and achievement across the curriculum requires more than one-way transmission of information from kaiako or ākonga to whānau. It requires meaningful, ongoing information sharing processes where the roles and expectations of ākonga, kaiako, whānau, and the wider community are clear.
- Incidental chats and conversions on an as needed basis - ‘no surprises’ philosophy.
- ‘Real Time Reporting’ against progress in individual curriculum areas using Seesaw platform throughout the year.
- Kanohi ki te Kanohi (face-to- face) meetings with kaiako two times per year.
- Mid year and end of year reports for some year groups.
Links to the research:
- Ministry of Education - Principles of Assessment for Learning
- Leading Local Curriculum - Assessment for Learning