Assessment and Reporting at Miramar Central School
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:
Ministry of Education - Principles of Assessment for Learning
Ministry of Education - why report to parents
Leading Local Curriculum - Assessment for Learning
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.
Links to the research:
Ministry of Education - Principles of Assessment for Learning
Ministry of Education - why report to parents
Leading Local Curriculum - Assessment for Learning
REPORTING SYSTEMS - Finding out how your child is going at school...
The New Zealand Curriculum will be used to report to parents in English (reading, writing and oral language) and Mathematics. This information, as well as, other curriculum areas: social sciences, science, health & physical education, the arts and technology. These subjects provide essential information which gives teachers, children, parents, families and whānau a clear idea of where their child is at in relation to the curriculum area and knowing their immediate next learning steps.
At Miramar Central School we report to parents, families and whānau in writing at least twice a year on their child's progress and achievement in these areas, in relation to the New Zealand Curriculum.
How will I know where my child is achieving at the New Zealand Curriculum level for each subject?
Mid year reports will indicate your child's achievement in reading, writing and maths and other curriculum areas against the New Zealand Curriculum Framework.
End year reports will indicate your child's achievement in reading, writing and maths and other curriculum areas against the New Zealand Curriculum Framework.
How will the teacher work out where your child is at?
The teacher will continue to use many different ways to find out where your child is at in reading, writing and maths and other curriculum areas by making an Overall Teacher Judgement (OTJ) against the curriculum level.
Curriculum levels: Level 1 (Year 1&2), Level 2 (Year 3&4), Level 3 (Year 5&6).
The OTJ includes:
The expectation is that children are able to meet the curriculum levels across a range of learning settings. This includes the five Key Competencies of: Thinking, Relating to others, Managing Self, Using Language, Symbols and Texts and Participating & Contributing which are weaved throughout all curriculum areas.
Support at Home
For more information of what curriculum expectations look like after each year at school:
At Miramar Central School we report to parents, families and whānau in writing at least twice a year on their child's progress and achievement in these areas, in relation to the New Zealand Curriculum.
How will I know where my child is achieving at the New Zealand Curriculum level for each subject?
Mid year reports will indicate your child's achievement in reading, writing and maths and other curriculum areas against the New Zealand Curriculum Framework.
End year reports will indicate your child's achievement in reading, writing and maths and other curriculum areas against the New Zealand Curriculum Framework.
How will the teacher work out where your child is at?
The teacher will continue to use many different ways to find out where your child is at in reading, writing and maths and other curriculum areas by making an Overall Teacher Judgement (OTJ) against the curriculum level.
Curriculum levels: Level 1 (Year 1&2), Level 2 (Year 3&4), Level 3 (Year 5&6).
The OTJ includes:
- using a range of formal tests/assessments
- observing your child in the classroom
- talking with students about their learning
- your child assessing their own and each other’s work.
The expectation is that children are able to meet the curriculum levels across a range of learning settings. This includes the five Key Competencies of: Thinking, Relating to others, Managing Self, Using Language, Symbols and Texts and Participating & Contributing which are weaved throughout all curriculum areas.
Support at Home
For more information of what curriculum expectations look like after each year at school: