PTC 11 Assessment & Learning

Criteria: Analyse and appropriately use assessment information, which has been gathered formally and informally

Reflective question: How do I gather and use assessment information in ways that advance the learning of my ākonga?

Key Indicators:

  • Analyse assessment information to identify progress and ongoing learning needs of ākonga
  • Use assessment information to give regular and ongoing feedback to guide and support further learning
  • Analyse assessment information to reflect on and evaluate the effectiveness of the teaching
  • Communicate assessment and achievement information to relevant members of the learning community
  • Foster involvement of whānau in the collection and use of information about the learning of ākonga
Link to the New Zealand Curriculum:
  • The primary purpose of assessment is to improve students’ learning and teachers’ teaching. Assessment is an ongoing process that arises out of the interaction between teaching and learning
  • Assessment provides evidence of student progress (p.39, 40)
RTC 11 & e-learning – guiding question:

How can I use e-learning tools to gather and use assessment information in ways that advance the learning of my akonga/students?

Questions I have asked myself:
  • What sources of data could I be using?
  • How do I know that my students are progressing?
  • Have I used a range of sources of data?
  • Do I need someone to help me interpret the data?
  • How do I gather and use assessment information in ways that advances the learning of my ākonga?
Strategies that have helped me:
  • Observations of other staff members
  • Effective planning
  • Knowing the students who are in the class
  • Good use of questioning techniques to establish background knowledge
  • Student voice/reflection
  • Plan in partnership with the students – be able to adapt according to how the lesson is going
  • Use of diagnostic testing to establish learning styles and prior knowledge
  • Attending relevant PD, particularly relating to strategies
Reflections:
  • What do the student surveys tell me about their attitude and their view of their achievement / progress in my class?
  • Where are my students at on the National Curriculum?
  • Do I regularly share assessment information with the students and whānau?
Evidence that might support this:
  • Reflection notes on gathered information
  • Teacher self-review demonstrates appropriate use of assessment tools
  • Examples of how I share assessment information with whānau, teachers and ākonga
  • Examples of assessment information appropriately recorded
  • Planning reflects use of assessment as a reflective tool