1. (A quick ‘taste’ or overview)
ASSESSMENT
(A quick ‘taste’ or overview)
BHELE Cluster –12 August 2010

2. WHERE CAN YOU FIND THE BEST ADVICE ABOUT ASSESSMENT?

3. THE NEW ZEALAND CURRICULUM

4. Assessment (Page 39)
The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides.
With this in mind, schools need to consider how they will gather, analyse, and use assessment information so that it is effective in meeting this purpose.

5. KA HIKITIA Managing for Success – Maori Education Strategy
Ka Hikitia - Managing for Success: The Māori Education Strategy is the Ministry of Education's approach to improve the performance of the education system for and with Māori. It is a key aspect of having a quality education system where students are succeeding and achieving. More focus on... Realising potential, Tailoring education to the learner, Instead of Instructing and informing - Collaborating and co-constructing

6. Pasifika Education Plan 2009 - 2012
Our vision is that the education system must work for Pasifika so they gain the knowledge and skills necessary to do well for themselves, their communities, Aotearoa New Zealand, the Pacific region and the world. Key priority – lifting literacy and numeracy achievement.

7. Characteristics of effective assessment – pg 40 NZC
Assessment is integral to the teaching inquiry process (pg 35 NZC) because it is the basis for both the focusing inquiry and the learning inquiry.
E-asTTle – WHEN USED PROPERLY within a school sits within all the characteristics.

8. Teaching as Inquiry pg. 35 NZC
The diagram can be summed up like this:
What is most important for my students, how should I teach it,
and how do my students respond?

9. Effective Pedagogy Teacher actions promoting student learning
While there is no formula that will guarantee learning for every student in every context, there is extensive, well-documented evidence about the kinds of teaching approaches that consistently have a positive impact on student learning. This evidence tells us that students learn best when teachers:
create a supportive learning environment
encourage reflective thought and action
enhance the relevance of new learning
facilitate shared learning
make connections to prior learning and experience
provide sufficient opportunities to learn
inquire into the teaching–learning relationship

10. FORMATIVE OR INFORMAL ASSESSMENT What does it mean for your practice?
It may mean that you have to critically examine what ‘effective assessment’ means to you.
It may mean a shift away from focusing just on ‘summative assessment’.
It may mean starting to teach in a very different way.
It may mean re-defining the purpose of assessment for yourself.

11. Just remember

12. Good formative assessment is like shining a torch in a dark room.
It helps everyone – the teachers, the student, even the parent – to see more clearly where they are going.

13. It is interesting that if one looks at the origins of ‘assessment’ the word comes from the Latin ‘assidere’, meaning “to sit beside or with” (Wiggins 1993).
This conjures an image of a teacher – or peer or parent – sitting and talking with students about their learning in an attempt to really understand about what is happening as they are learning. It is something that good teachers have always done, but it is not often seen as assessment. It informs teacher’s professional judgment about their students.

14. The purpose of formative assessment – is to promote student learning
The purpose of formative assessment – is to promote student learning. Formative Assessment is sometimes referred to as assessment for learning.
Any task performed by a learner, has the potential to be formative if the information gained is used to inform what happens next in the classroom.

15. View Assessment as guiding student learning effectively
View Assessment as guiding student learning effectively. Terry Crooks – Otago Uni. 2007
Establish where learners are in their learning
Establish where they are going
Establish how to get there

16. An Overview of Formative Assessment
1. Relationship - building a learning-focused relationship.
2. Clarity – being clear about what is to be learnt.
3. Assessment – understanding that assessment is a good thing.
4. Feedback – promoting further learning.
5. Reflection – goal-focused, evidence-based and inclusive of the learner.
6. Next Steps – where to next with the learning.
Clarity in the Classroom – Michael Absolum pg 22, 23, 24

17. Keeping the learning to the forefront
Learning intentions and success criteria need to be readily available to students.
Think about ways this could be done in your classroom:
For the class
For individual students

18. Assessment Learning is impossible without ongoing assessment.
Learning is about attempting to reduce the gap. between what you know and what you want to know.
Assessment is the process of gaining information about the gap.
Clarity in the Classroom – Michael Absolum pg 98

19. Focused Feedback is always good!

20. The promotion of further learning is important.
It must both leave learners with responsibility and motivation for their learning and also help them to advance.
“How we prompt, how we scaffold, how we praise, how we discuss learning; these are all critical acts of teaching that must be done correctly…”
Clarity in the Classroom - Michael Absolum .pg 120

21. Self-Assessment and Peer-Assessment Strategies.
Why use these strategies?
Research has shown that the greatest learning comes from the active involvement of students in their own learning.
Every part of the process supports and encourages deeper learning and understanding on the part of the student.

22. SUMMATIVE OR FORMAL ASSESSMENTS
When giving a summative assessment to students you need to ensure that
It is linked directly to curriculum learning objectives
You know which level you are assessing
The test is manageable and reasonable for the students
The test outcomes are reliable and defensible