1. Assessment capable students supported by an assessment capable system

2. Standards – the international context In some countries we see assessment divorced from teaching and learning. There can be a tension between accountability and assessment for learning

3. Government Commitment and Policy

4. “The Education (National Standards) Amendment Bill gives the Minister of Education the power to set national standards in literacy and numeracy….. …National standards will be set in literacy and numeracy; (ii) every primary and intermediate student will be assessed regularly against the national standards; and (iii) every primary and intermediate school will report to parents in plain English about how their child is doing compared to national standards and compared to other children their age.. …. ….I want to stress to all involved that this legislation only gives me the power to set the standards.” Anne Tolley, 2008

5. NAG2a Where a school has students enrolled in years 1-8, the board of trustees, with the principal and teaching staff, is required to use National Standards to: (a)report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year; (b) report school-level data in the board’s annual report on National Standards under three headings: school strengths and identified areas for improvement; the basis for identifying areas for improvement; and planned actions for lifting achievement. (c) report in the board’s annual report on: the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifika and by gender (where this does not breach an individual’s privacy); and how students are progressing against the standards as well as how they are achieving. These requirements do not apply to boards of trustees that are working towards implementing Te Marautanga o Aotearoa until 2 February 2011. For the avoidance of doubt, the first annual report to which subclauses (b) and (c) apply is that which reports on the 2011 school year, except for boards of trustees that are working towards implementing Te Marautanga o Aotearoa when the relevant report is that which reports on the 2012 school year.

6. Assessment capable students support by an assessment capable system…

7. Learning through inquiry, decision making, adaptation and transformation.

8. The right tool for the job, at the right time.

9. Norm, Criterion and Standards Referenced

10. Norm referencing versus Criterion Referencing FeatureNorm ReferencingCriterion referencing ComparisonCompares student performance in relation to a particular group Compares student performance against a set “standard” (defined by criteria) JudgementStudents are ranked against each other to establish their mark (scaling is often used to ensure a normal distribution) Students are compared against the standard to establish their mark (the number of students above or below the standard is not important) InsightStudent performance can only be assessed against the current test Student performance can also be assessed against the standard above or below

11. Standards referenced Examples Descriptions Assessment Tools Tacit Knowledge

12. Multi-dimensionality Descriptors, examples, assessment and knowledge

13. Alignment of tools

14. Percentage At or Above NS in Reading StandardPAT:ComprehensionSTARe-asTTle After 3 years50% End of year 458%52%67% End of Year 568%67%65% End of Year 670%77%59% End of Year 744% 52% End of Year 858%44%46%

15. Overall Teacher Judgement Our implementation must support practice that works towards a pedagogy of repertoire rather than a recipe and prescription

16. “……the most powerful means of developing professional competence in assessment” Cambridge Primary Review, 2009 Moderation……..

17. Transition Matrix