Professional Documents
Culture Documents
The standards will focus the education system on foundation skills and will link
expectations about student progress and achievement to the demands of the New
Zealand Curriculum.
The standards have been designed so that a student who meets them is on track to
succeed at NCEA Level 2. (http://nzcurriculum.tki.org.nz)
and learning, sharing the assessment results with the students. Constructing clear and
accessible learning goals with the students. Clarifying the outcomes in such a way that
the students understand it and make the outcomes their own. Learning can be improved
by providing effective feedback to students so that they know what to do next. Students
perform better when they have ownership of their own learning. Inevitably encouraging
autonomy and motivation.
We all want students who have high expectations of themselves as learners; students
who feel confident about their capacity to learn, who set high goals for their learning,
and who work for themselves to construct enjoyable, challenging learning pathways to
their futures. Absolum, 2006
The assessment process must have a positive impact on learners by empowering them
to become active learners. Active learners participate and become responsible for their
own learning. Active learners also know what they are learning, why they are learning it
and what their next steps are. Active learners are reflective learners who are involved in
their own learning. They are able to utilise self- and peer assessment in an effective way
to enhance feedback. By developing learner-focused learning and clarity about the
learning, students are able to become successful and independent learners.
4 Assessment tools:
A New Zealand standardised test used to assess features of writing aligned to the
New Zealand Curriculum 2007, within five different purposes: recount, describe,
explain, narrate, persuade. The formative assessment tools used by teachers to
inform next teaching steps. They are also one part of the information used to
summatively form a teacher OTJ. This assessment becomes formative when the
evidence is used to adapt the teaching to meet the needs of the student.
Observation Survey
The observation survey is used to determine a students basic reading and writing
concepts and skills. It is used to identify gaps in the students understanding of the
latter. This literacy assessment is administered when a student has their sixth
birthday to assess their progress in beginning literacy. It is made up of five tests,
each of which focuses on a different area. The tests are: letter identification, concepts
of print, word reading writing vocabulary, and hearing and recording sounds in words.
The observation survey is administered one-on-one. The teacher will gain
knowledge about the different ways the student uses to read. The observation
survey can be used as a discussion starting point about the students reading
progress with the family/whnau.
Student
At the standard
The students expected level is:
Evidence:
Letter identification score sheet Knowledge of the alphabet letters and sounds gives the
teacher an indication if the student has any prior knowledge or not. Also provides evidence of
what needs to be the focus of instruction and the volume of deliberate acts of teaching.
PM Benchmark Emergent level word list (22 words) if a student is able to identify all 22
words of the emergent level (Magenta) they should be accelerated to the next reading level
(Red). It is done weekly to determine if learning has occurred and what should receive more
attention and focus for the student to be able to reach the expected level. All depending on the
amount of weeks the student has been at school.
Running Records done weekly with the student, reading a book that is known to the student.
Results are recorded on the reading levels graph afterwards, to determine whether the student is
at the correct reading level.
Reading levels graph (Created by Shelly Eaton) This graph monitors the students reading
levels weekly with the results from the running records. The graph clearly indicates if the student
is at, below or above the expected level per week.