National curriculum and assessment: information for schools Primary assessment in England: impact assessment School reports on pupil performance: guide for headteachers Maximise assessment for learning by enhancing formative and summative assessment strategies. Learners can use this personalised feedback to help them set goals and explore any misunderstandings. Teachers support learners to notice how they are going with their learning – where they are at, where to next, and whether they know how to get there (knowing who and what can help). The curriculum describes assessment as having four functions— formative, summative, evaluative and diagnostic. 0000063948 00000 n 0000000016 00000 n Adapted from ‘Figure 2: Schooling System – a Learning System’, Ministry of Education Position Paper [Schooling Sector] 2011. assessment for learning. to find out what the learner has learnt and to report on that. 0000006814 00000 n They provide authentic tasks linked to The New Zealand Curriculum that provide rich opportunities for next step learning. Teacher judgments are not moderated. This guide focuses on informal assessment for learning in the classroom to inform teaching and learning, including selecting appropriate assessment tools for equitable and positive outcomes for all students. 0000031079 00000 n These practices are even more important now that our approaches to teaching and learning have become so varied. It can be used to describe the most important learning your community believes is too important to leave to chance, and can specify what this learning looks like at critical points. Why bother assessing curriculum? Information sharing and learning partnerships, Assessment for learning in practice in a year 11 classroom – a teacher's story, Trends in assessment: An overview of themes in the literature, Assessment Online – Assessment for learning in practice, Figure 2: Schooling System – a Learning System’, Ministry of Education Position Paper [Schooling Sector] 2011, Assessment Online – Criteria for choosing an assessment tool, Assessment Online – Assessment tools and resources, Prospect School – Designing our own approach, Reviewing your school’s assessment systems, Monitoring key competencies – Documenting the development of learners' key competencies, Capable kids: Working with the key competencies. Figure 1.3. 0000008747 00000 n The focus this month is Professional Standards for Educational Leaders 2015: Standard 4 Curriculum, Instruction, and Assessment.My experiences as a teacher, principal, director, and mother have reinforced my belief that the vast majority of us in the field of educational leadership are passionately interested in improving the lives of all students in our care. curriculum-embedded assessment. Learning and Teaching Scotland - explore the wealth of materials available from 'Assessment is for Learning.'. 0000060091 00000 n The Teaching for Effective Learning (TfEL) Guide is designed to assist leaders and teachers in South Australia to develop their classroom practice, their pedagogy. 251 0 obj <> endobj xref Curriculum Leadership and Development Handbook provides 10 key indicators that can be used to measure the effectiveness of a developed curriculum. Welcome to the Local Curriculum Design Tool | Rapua Te Ara Tika. A framework for systematically observing a student’s reading processing system, English, mathematics, and science for curriculum levels 1–5, A set of tasks on basic reading and writing concepts, Junior Science: Thinking with Evidence Yrs 4–6. In what ways do we involve our students in the assessment process? They’re motivated to do their best and they look forward to finding out how they’re progressing with their learning. How to request information from the Department of Education including Freedom of Information (FOI) and the use of … 0000001889 00000 n 0000001845 00000 n for districtwide curriculum … Assessment for learning 35 ... New Zealand is regarded internationally as having a world-leading curriculum. Additionally, it represents an articulation of what students should know Early Mathematics: a Guide for Improving Teaching and Learning. 0000010005 00000 n It will support you to review your assessment policies and procedures and can be used for ongoing review. 0000024852 00000 n All assessments are carefully chosen so that they provide valuable information for all stakeholders, particularly students and teachers, that can be acted on. trailer <<12BDA09B4FBD4E54B020FCF222B871EB>]/Prev 646649>> startxref 0 %%EOF 288 0 obj <>stream ��Dt �\;:�RJ�P6khhh\ ��B�T5p C#X\\\��C3::p�5P�mN�@Z � ��2�p3�3�200?`n`:���O&+���0 0�3e0�2��D5����2aP��O��8�W��1^ƻ.L�L��j[���b��"���|����H�8LA� �1`��_�l>�BFKgH�o�^h�hX�%Pw)T��b�u ��` �I�Q endstream endobj 252 0 obj <>>> endobj 253 0 obj <> endobj 254 0 obj >/PageWidthList<0 841.89>>>>>>/Resources<>/ExtGState<>/Font<>/ProcSet[/PDF/Text/ImageC]/XObject<>>>/Rotate 0/Tabs/W/Thumb 234 0 R/TrimBox[0.0 0.0 841.89 595.276]/Type/Page>> endobj 255 0 obj <> endobj 256 0 obj <> endobj 257 0 obj [/ICCBased 280 0 R] endobj 258 0 obj <>stream Give yourself permission to stop those practices that are not contributing to this. 0000001056 00000 n Leading Local Curriculum Guide series Published on Wednesday January 23, 2019 The Leading Local Curriculum Guide series is part of a package, including workshops with teacher-release time, guidance, and tools that will support schools and kura to develop and review local curriculum. 0000003077 00000 n How are student agency and assessment capability being grown across the school? Do our students know? How well can we locate any student’s performance across the breadth of the curriculum and along a continuum of curriculum levels? Benchmark Assessments for Improved Learning 3 PURPOSES OF BENCHMARK ASSESSMENTS Benchmark assessments often serve four interrelated but distinct purposes: (a) communicate expecta-tions for learning, (b) plan curriculum and instruction, (c) monitor and evaluate instructional and/or program effectiveness, and (d) predict future performance. 0000122025 00000 n Students see it as a "test" and something to be worried about. Assessment for Learning “In Assessment for Learning, teachers use assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have. Effective moderation practices establish "what good looks like" at a range of levels. This includes: Good formal teacher judgments are valid (based on what students have learned) and reliable (other teachers would make the same judgment with the same evidence). Use this Toolkit to connect your local curriculum community. Access to information. The Assessment Lead Programme was a BETT Award 2019 finalist in the category Whole-school aids for learning, teaching and assessment, and is IB-approved professional development. 0000011551 00000 n For more information, see Assessment Online – Assessment tools and resources. e-asTTle (Electronic Assessment Tools for Teaching and Learning), An Observation Survey of Early Literacy Achievement (known as the six-year net). 0000009288 00000 n 0000001673 00000 n The TfEL framework guide supports leaders and teachers in working together to reflect on and develop quality learning and teaching.TfEL, teaching for effective learning, teaching, learning… Prospect School – Designing our own approachThe removal of National Standards gave Prospect School in West Auckland the chance to review their assessment processes. The Leading Local Curriculum Guideseries has been developed to steer review of your curriculum, assessment, and design decisions as you strengthen your local curriculum, respond to progress, and reinforce learning partnerships with parents and whānau. There are five main processes that take place in assessment for learning: (i) Questioning enables a student, with the help of their teacher, to find out what level they are at. The chart in Exhibit 12.1 is designed to help you identify your perceptions regarding the 10 indicators to appraise curriculum effectiveness in your school building or district. However, teacher judgments about progress and achievement across the curriculum may be shared with everyone with a stake in using the information. Sound teacher judgments supported by a reliable assessment tool and ongoing classroom observations and conversations provide information on progress and achievement. Assessment For Learning. As a school leader, you should expect to see a reasonably high correlation between teacher judgments and assessment results. 0000007777 00000 n Following a review of assess-ment research, staff set about designing and embedding a variety of new formative assessments & independent learning activities across Assessment for learning. The Learning Progression Frameworks (LPFs) and the Progress and Consistency Tool (PaCT) are curriculum progress tools. Teachers and students have a shared understanding of progress across levels. The Leading Local Curriculum Guideseries has been developed to steer review of your curriculum, assessment, and design decisions as you strengthen your local curriculum, respond to progress, and reinforce learning partnerships with parents and whānau. 0000016002 00000 n Remember who you are assessing for! 0000013357 00000 n Can all our students answer the following questions: How confident are we about the quality of the overall teacher judgments across our school? %PDF-1.7 %���� Students and teachers use assessment for learning in the classroom, Using assessment information to inform teaching and learning, Assessment tools and resources in support of teacher judgments. (ii) The teacher provides feedback to each student about how to improve their learning. Teachers are assessment and analysis capable and take an interest in working with class/cohort data to establish student pathways for learning. 0000012704 00000 n Leading Local Curriculum Guide – Assessment for learning (PDF, 637 KB) Mā te whiritahi, ka whakatutuki ai ngā pūmanawa ā tāngata Together weaving the realisation of potential It’s important to note that there are not formal assessment tools for all learning areas and the key competencies. 0000028355 00000 n How confident are we that assessment tools are being administered properly so that the results are reliable? h�b```b``����� ��A�X��,���m �M6�����-|���@�U Á/�)��k�|��a��3�~�=_�������Y����q])���BǠg���Ɨ4]|-�S�fLz��iʧ��.j͒%�lnR����ki�:�����s��Q�=�7��&�h�� Curriculum assessment is a process of gathering and analyzing information from multiple sources in order to improve student learning in sustainable ways. Every teacher knows how to administer assessment tools according to the instructions from the tool developer. 0000010522 00000 n April 2016, Volume I Issue IV. To assess Every now and then it is appropriate for teachers to use a high impact assessment tool – one that is well researched and reliable – to guide the next teaching and learning. Inquiry learning, project-based learning, cross-curricular learning, play-based learning – these all require excellent curriculum and assessment knowledge and constant attention to student actions so that teachers are able to "notice, recognise and respond" to the needs of all the students in their care. Curriculum development is the essential function of school leadership. It contains guidance, review questions, activities, examples, and resources to enable deep discussions within your school about assessment for learning. 0000013911 00000 n Teachers have time to discuss procedures. 251 38 They kept what was working for them, discarded what was not, and are in the process of further developing their progressions of learning across the curriculum. The Leading Local Curriculum Guide series has been developed to steer review of your curriculum, assessment, and design decisions as you strengthen your local curriculum, respond to progress, and reinforce learning partnerships with parents and whānau. Progressions of learning are not well documented or commonly shared across the teaching staff. 0000060536 00000 n 0000005945 00000 n Leading Local Curriculum Guide – Assessment for learning (PDF, 637 KB), Mā te whiritahi, ka whakatutuki ai ngā pūmanawa ā tāngata, Together weaving the realisation of potential. 7�����̜�����k���%�Pj�:)q +E|ōK�\���N,�x�����Sݎ�Pۺ.��R[X�FI��Ybvn��Ò�j�l����֡�);�H����QD��n�3D�R�]�����zz9��bB���7�T5t�g�IS�1gųP��p. Example of using assessment for learning practices improving NCEA outcomes for students. Teacher judgments in these areas will be supported by classroom observations, school-developed exemplars, and cross-level and cross-school understandings of progress. Assessment for learning in practice in a year 11 classroom – a teacher's storyStory about a year 11 teacher from Excellere College illustrating how the use of assessment for learning classroom practices helped improve NCEA outcomes for his students. The guide series is part of a package, including workshops and tools that will support schools to develop and review local curriculum. Handbook for Curriculum Assessment Curriculum Assessment: An Overview What is curriculum assessment? Are we confident in our knowledge of the progress and achievement of our students across the curriculum? The Leading Local Curriculum Guide series has been developed to deliberately steer your curriculum and assessment review and design decisions as you strengthen your local curriculum, notice and respond to progress, and strengthen learning partnerships with parents and whānau. Teachers can also notice whether there are patterns in the class such as common next steps or misunderstandings and can adjust their teaching accordingly. 0000002961 00000 n ��\�h���4���e�rO\r��Թ�,�zK5 �t����|��_�K���[��6�G[l���Saò��i*�JP�lT�k��K�&DL�z��- ::��RRR�� 3��"� How sure are we of the effectiveness of the moderation processes used in the school? Example of how Prospect School reviewed their assessment processes. 0000003228 00000 n It is not expected that all these tools are used for all students all of the time. There will be differences because of the nature of the assessment processes – these should be investigated to make sure that the judgments are reliable. Progressions of learning are well documented, with exemplars from student work, teacher observations, and assessment tool information. Award winning online training for teachers and school leaders. Whether this role is carried out by a principal, an assistant principal for curriculum, a team leader, a department head, or by leading classroom teachers, the curriculum defines all other roles in a school. 0000009398 00000 n If you have some helpful resources you would like to share, please get in contact (progress.achievement@education.govt.nz). Leading Learning and Teaching (Professional Qualities): The headteacher should be committed to: the raising standards for all in the pursuit of excellence; the continuing learning of all members of the school community; the entitlement of all pupils to effective teaching and learning; choice and flexibility in learning to meet the personalised learning needs of every child. Results from assessment tools are used in conjunction with teacher observations and learning conversations with students, to support teacher judgments. Together, the tools provide valuable information to support teaching and learning conversations and guidance on next steps. Power Tool: Curriculum Guides and Pacing Curriculum Guide. nale statements, program goals, program objectives, learning outcomes, learning activi - ties, assessment, textbooks used (including publication year, edition, and condition), and so on.
2020 leading local curriculum guide assessment for learning