A Learning System – we’re all in this together

Kapiti Collective Lead Team DaySeptember 2010

Overview

• KC PAT assessment information

• Assessment Resource Banks

• Where to next?

1990 Assessment for Better Learning

The primary purpose of assessment should be to provide information which can be used to identify strengths and guide improvement. In other words, it should suggest actions which may be taken to improve the educational development of students and the quality of education programmes.

(Ministerial Working Party, Tomorrow’s Standards, p8)

1994 – Assessment: Policy to Practice

‘…the main purpose of school-

based assessment is to improve students’ learning and the quality of programmes.’

(Assessment: Policy to Practice, p7)

1998 – Assessment for Success in Primary Schools

‘The key objective of assessment should be to enhance the ability of teachers to address learning needs effectively by monitoring student progress and identifying areas where teaching and learning programmes need to be modified.’

(Assessment for Success in Primary Schools, p17)

Recommendations that new diagnostic tools be developed, more exemplar material, externally referenced tests and national summary information.

1999 – National Assessment Strategy

• Setting specific and challenging goals with students

• Fostering partnerships focused on learning

• Using assessment information to improve learning

• Developing high quality assessment tools• Developing teachers’ assessment literacy• Informing strategic planning(Curriculum Update 27, August 2001)

2006 – Assessment strategy review

‘…that all young people should be educated in ways that develop their capacity to assess their own learning…’ (p5)

This would require…’assessment capable teachers, school leaders and Ministry personnel.’ (p5)

‘…a system that learns’. (p37)(Directions for Assessment in New Zealand)

Throughout all the levels of the system…

…

…learning through inquiry, decision making,

adaptation and transformation.

Underlying Principles

• Student at the centre• NZC• Assessment capability• Accountability• Range of evidence from multiple

sources• Quality interactions and relationships

Focus points of next steps

• Assessment a key contributor• The assessment landscape• Shared philosophy• System-wide• High-trust, collegial environment

Evidence Informed Teaching

• The process of making teaching decisions involves a consideration of both the curriculum and the evidence of student achievement with regard to specific learning intentions.

• The focus should be on the effectiveness of day-to-day teaching activities, not additional programmes.

• The collection of evidence needs to be ongoing and should be used both to identify student needs and to monitor the effectiveness of the intervention.

• Best practice is established by examining the data by class and finding the most successful teacher or teachers who can assist others.

• The process should be an inclusive one at all points. Achievement information is analysed together and interpretations and decisions are collectively owned.

(Timperley and Parr, 2004, pp103-104)

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

KC PAT data

• Data for 3389 students• Scale scores preferred for measuring progress

over time• Expected progression per year rate is 6-10

scale points (3-4 scale points + 6 months ahead or behind)

• Use as a comparative point with your own school data

• Where are the schools in our area showing strengths?

• What needs further investigation?• Can we set cluster targets and PLD direction

from this (validated by other data)?

Average progression in Reading Comprehension for New Zealand students

Year 6

Year 7

Year 5

Year 8

Year 9

Year 10

Year 4

Year 6

Year 7

Average progression in Reading Vocabulary for New Zealand students

Year 5

Year 4

Year 8

Year 9

Year 10

Average progression in Mathematics for New Zealand students

Year 6

Year 7

Year 5

Year 4

Year 8

Year 9

Year 10

Year 3

…learning through inquiry, decision making, adaptation and transformation.

Transition Working Party

• Arose from e-asTTle day• Discussion around information transfer

between Years 8-9• What do we know about Yr8s?• What do we want to know about Yr9s?• Implications• School/Teacher capability• Recommendations for discussion

Transition Activity

• In school teams, review recommendations• Note any questions, concerns, comments• Identify any areas that would need

development in your school• Identify possible next steps for the

cluster/your school.

2011

• Lead Team model• Working Party model

(LiteracyNumeracy/e-portfolio/ICTs/using data/

• Focused Cohort model