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?
- 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
- 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