It is not expected that all these tools are used for all students all of the time. Figure 1.3. You’ll discover how you can create a classroom culture that allows difficult ideas to surface, revealing student misconceptions and allowing you to tailor your teaching to your students. Analysis of assessment information is done by a select few in the school, and results are presented to teachers. The curriculum describes assessment as having four functions— formative, summative, evaluative and diagnostic. Teachers are assessment and analysis capable and take an interest in working with class/cohort data to establish student pathways for learning. Assessment is something that is "done" to the students, without their involvement. 0000011551 00000 n 0000010522 00000 n Curriculum assessment is a process of gathering and analyzing information from multiple sources in order to improve student learning in sustainable ways. Assessment for Learning “In Assessment for Learning, teachers use assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have. How confidently are our teachers able to analyse assessment data. 251 38 Teachers can also notice whether there are patterns in the class such as common next steps or misunderstandings and can adjust their teaching accordingly. Adapted from ‘Figure 2: Schooling System – a Learning System’, Ministry of Education Position Paper [Schooling Sector] 2011. Students see it as a "test" and something to be worried about. In 2002 they received a grant from the University Teaching & Learning Development Fund to develop & pilot new types of assessment methods. There are three guides: • Local curriculum 0000012704 00000 n These practices are even more important now that our approaches to teaching and learning have become so varied. trailer <<12BDA09B4FBD4E54B020FCF222B871EB>]/Prev 646649>> startxref 0 %%EOF 288 0 obj <>stream Much of this noticing is through the observation of learning processes and in conversations between teachers and learners. Students discuss with peers, whānau, and teachers where they’re at, what they want to improve on, and how others can help them. Teacher judgments are not moderated. 0000005190 00000 n The Leading Local Curriculum Guide series has been developed to steer review of your curriculum, assessment, and design decisions as you strengthen your local curriculum, respond to progress, and reinforce learning partnerships with parents and whānau. Assessment For Learning. assessment for learning. They’re motivated to do their best and they look forward to finding out how they’re progressing with their learning. How to request information from the Department of Education including Freedom of Information (FOI) and the use of … However, teacher judgments about progress and achievement across the curriculum may be shared with everyone with a stake in using the information. A local curriculum can enrich learning opportunities by ensuring coherence and continuity of progress for ākonga, both over the years and across settings, preparing them for lifelong learning. Access to information. h�b```b``����� ��A�X��,���m �M6�����-|���@�U Á/�)��k�|��a��3�~�=_�������Y����q])���BǠg���Ɨ4]|-�S�fLz��iʧ��.j͒%�lnR����ki�:�����s��Q�=�7��&�h�� ��\�h���4���e�rO\r��Թ�,�zK5 �t����|��_�K���[��6�G[l���Saò��i*�JP�lT�k��K�&DL�z��- ::��RRR�� 3��"� 0000122025 00000 n Assessment for learning 35 ... New Zealand is regarded internationally as having a world-leading curriculum. H��Vˎ7��W�Z+J"%�m$��� ����=����)R����/,0���b�Ȟ�w��py)�R�YX�4������'v��-)��+Ů��cn���|^�=��|����2�����O\Sx�u���o�h�YhOx] There are five main processes that take place in assessment for learning: (i) Questioning enables a student, with the help of their teacher, to find out what level they are at. Remember who you are assessing for! April 2016, Volume I Issue IV. Curriculum, Instruction, Assessment, and Standards I n this chapter, curriculum is defined so that readers can have a shared understanding of this key term. ��Dt �\;:�RJ�P6khhh\ ��B�T5p C#X\\\��C3::p�5P�mN�@Z � ��2�p3�3�200?`n`:���O&+���0 0�3e0�2��D5����2aP��O��8�W��1^ƻ.L�L��j[���b��"���|����H�8LA� �1`��_�l>�BFKgH�o�^h�hX�%Pw)T��b�u ��` �I�Q endstream endobj 252 0 obj <>>> endobj 253 0 obj <> endobj 254 0 obj >/PageWidthList<0 841.89>>>>>>/Resources<>/ExtGState<>/Font<>/ProcSet[/PDF/Text/ImageC]/XObject<>>>/Rotate 0/Tabs/W/Thumb 234 0 R/TrimBox[0.0 0.0 841.89 595.276]/Type/Page>> endobj 255 0 obj <> endobj 256 0 obj <> endobj 257 0 obj [/ICCBased 280 0 R] endobj 258 0 obj <>stream The Assessment Lead Programme was a BETT Award 2019 finalist in the category Whole-school aids for learning, teaching and assessment, and is IB-approved professional development. 0000006814 00000 n Leading Local Curriculum Guide series Published on Wednesday January 23, 2019 The Leading Local Curriculum Guide series is part of a package, including workshops with teacher-release time, guidance, and tools that will support schools and kura to develop and review local curriculum. Handbook for Curriculum Assessment Curriculum Assessment: An Overview What is curriculum assessment? 0000003191 00000 n As a school leader, you should expect to see a reasonably high correlation between teacher judgments and assessment results. 0000003077 00000 n Several tools are used to assess progress and achievement within a year level and learning area. In recent years, classroom teachers have taken on much more responsi- This includes: Good formal teacher judgments are valid (based on what students have learned) and reliable (other teachers would make the same judgment with the same evidence). Email progress.achievement@education.govt.nz or contact your local Ministry of Education office for support and information. 58 • Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. A framework for systematically observing a student’s reading processing system, English, mathematics, and science for curriculum levels 1–5, A set of tasks on basic reading and writing concepts, Junior Science: Thinking with Evidence Yrs 4–6. 0000001673 00000 n 0000001889 00000 n It can be used to describe the most important learning your community believes is too important to leave to chance, and can specify what this learning looks like at critical points. Every now and then it is appropriate for teachers to use a high impact assessment tool – one that is well researched and reliable – to guide the next teaching and learning. Teacher judgments should also provide information on what students have learned and the focus of the next learning. Generally speaking, the judgements made are expressed as marks or grades. It’s important to note that there are not formal assessment tools for all learning areas and the key competencies. You can use this guide to lead conversations with your staff – to review your local assessment practices and decide which ones are working well and which can be improved. Effective moderation practices establish "what good looks like" at a range of levels. Progressions of learning are not well documented or commonly shared across the teaching staff. 0000011098 00000 n 0000060536 00000 n For more information, see Assessment Online – Assessment tools and resources. There will be differences because of the nature of the assessment processes – these should be investigated to make sure that the judgments are reliable. for districtwide curriculum … The Leading Local Curriculum Guideseries has been developed to steer review of your curriculum, assessment, and design decisions as you strengthen your local curriculum, respond to progress, and reinforce learning partnerships with parents and whānau. Its purpose is to measure achievement, i.e. 0000003228 00000 n A major function of the curriculum council is to develop a sequence and review cycle . The Leading Local Curriculum Guideseries has been developed to steer review of your curriculum, assessment, and design decisions as you strengthen your local curriculum, respond to progress, and reinforce learning partnerships with parents and whānau. Welcome to the Local Curriculum Design Tool | Rapua Te Ara Tika. Example of using assessment for learning practices improving NCEA outcomes for students. Assessment for learning in practice in a year 11 classroom – a teacher's storyStory about a year 11 teacher from Excellere College illustrating how the use of assessment for learning classroom practices helped improve NCEA outcomes for his students. All assessments are carefully chosen so that they provide valuable information for all stakeholders, particularly students and teachers, that can be acted on. Prospect School – Designing our own approachThe removal of National Standards gave Prospect School in West Auckland the chance to review their assessment processes. 0000028355 00000 n nale statements, program goals, program objectives, learning outcomes, learning activi - ties, assessment, textbooks used (including publication year, edition, and condition), and so on. How sure are we of the effectiveness of the moderation processes used in the school? Using this guide to develop a plan for program-level learning outcomes assessment ... of programs of instruction by the local college’s board of governors, ... promoted the assessment of learning outcomes at the course … Curriculum Leadership and Development Handbook provides 10 key indicators that can be used to measure the effectiveness of a developed curriculum. Curriculum development is the essential function of school leadership. The Teaching for Effective Learning (TfEL) Guide is designed to assist leaders and teachers in South Australia to develop their classroom practice, their pedagogy. 251 0 obj <> endobj xref The TfEL framework guide supports leaders and teachers in working together to reflect on and develop quality learning and teaching.TfEL, teaching for effective learning, teaching, learning… (ii) The teacher provides feedback to each student about how to improve their learning. Inquiry learning, project-based learning, cross-curricular learning, play-based learning – these all require excellent curriculum and assessment knowledge and constant attention to student actions so that teachers are able to "notice, recognise and respond" to the needs of all the students in their care. In re-envisioning assessment in the primary school, these guidelines build on these functions, and focus on two principal approaches to assessment: • Assessment for Learning (AfL) • Assessment of Learning … 0000060091 00000 n How well can we locate any student’s performance across the breadth of the curriculum and along a continuum of curriculum levels? Use this Toolkit to connect your local curriculum community. Future ready curriculum, instruction, and assessment are based on clear expectations that all students will leave the K–12 education system sufficiently and successfully prepared for college acceptance, career pathways, and workplace readiness. Teachers have time to discuss procedures. This online Toolkit will help you design a quality local curriculum for your ākonga. Leading Local Curriculum Guide – Assessment for learning (PDF, 637 KB) Mā te whiritahi, ka whakatutuki ai ngā pūmanawa ā tāngata Together weaving the realisation of potential Assessment of learning is the kind of assessment traditionally associated with the examination hall. 0000009398 00000 n assessment to promote learning. Each tool also provides guidance about how it should be used. How are student agency and assessment capability being grown across the school? The focus this month is Professional Standards for Educational Leaders 2015: Standard 4 Curriculum, Instruction, and Assessment.My experiences as a teacher, principal, director, and mother have reinforced my belief that the vast majority of us in the field of educational leadership are passionately interested in improving the lives of all students in our care. Learning and Teaching Scotland - archived Curriculum for Excellence materials on assessment and achievement. Maximise assessment for learning by enhancing formative and summative assessment strategies. 0000010005 00000 n Example of how Prospect School reviewed their assessment processes. Leading Learning and Teaching (Professional Qualities): The headteacher should be committed to: the raising standards for all in the pursuit of excellence; the continuing learning of all members of the school community; the entitlement of all pupils to effective teaching and learning; choice and flexibility in learning to meet the personalised learning needs of every child. This guide focuses on informal assessment for learning in the classroom to inform teaching and learning, including selecting appropriate assessment tools for equitable and positive outcomes for all students. Learners can use this personalised feedback to help them set goals and explore any misunderstandings. Why bother assessing curriculum? The start of the year is a good time to begin conversations with your staff that can continue throughout the year. As advice on curriculum, progress, and achievement is being formalised in 2019, we will continue to strengthen this guidance to support schools. Assessment for learning. 0000020777 00000 n Assessments are carried out at times only to provide information for school leaders or outside providers. Curriculum assessment can serve several major purposes: 0000014850 00000 n Teachers and students have a shared understanding of progress across levels. Teachers support learners to notice how they are going with their learning – where they are at, where to next, and whether they know how to get there (knowing who and what can help). If you have some helpful resources you would like to share, please get in contact (progress.achievement@education.govt.nz). e-asTTle (Electronic Assessment Tools for Teaching and Learning), An Observation Survey of Early Literacy Achievement (known as the six-year net). A curriculum guide is a structured document that delineates the philosophy, goals, objectives, learning experiences, instructional resources and assessments that comprise a specific educational program. 0000016002 00000 n Learning and Teaching Scotland - explore the wealth of materials available from 'Assessment is for Learning.'. How well does effective "of the moment" assessment for learning practice underpin teaching and learning in our school? 0000008747 00000 n The chart in Exhibit 12.1 is designed to help you identify your perceptions regarding the 10 indicators to appraise curriculum effectiveness in your school building or district. These guides are for curriculum leaders to help with your planning and school review. 0000002961 00000 n Students and teachers use assessment for learning in the classroom, Using assessment information to inform teaching and learning, Assessment tools and resources in support of teacher judgments. This guide from the the Leading Local Curriculum Guide series focuses on informal assessment for learning in the classroom to inform teaching and learning, including selecting appropriate assessment tools for all students. To assess Information sharing and learning partnerships, Assessment for learning in practice in a year 11 classroom – a teacher's story, Trends in assessment: An overview of themes in the literature, Assessment Online – Assessment for learning in practice, Figure 2: Schooling System – a Learning System’, Ministry of Education Position Paper [Schooling Sector] 2011, Assessment Online – Criteria for choosing an assessment tool, Assessment Online – Assessment tools and resources, Prospect School – Designing our own approach, Reviewing your school’s assessment systems, Monitoring key competencies – Documenting the development of learners' key competencies, Capable kids: Working with the key competencies. 0000034491 00000 n Are we confident in our knowledge of the progress and achievement of our students across the curriculum? Teacher judgments in these areas will be supported by classroom observations, school-developed exemplars, and cross-level and cross-school understandings of progress. Whether this role is carried out by a principal, an assistant principal for curriculum, a team leader, a department head, or by leading classroom teachers, the curriculum defines all other roles in a school. Following a review of assess-ment research, staff set about designing and embedding a variety of new formative assessments & independent learning activities across Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, Assessment for Learning focuses on the learning process and is conducted during daily classroom practice. Give yourself permission to stop those practices that are not contributing to this. 0000007777 00000 n The TfEL Framework Guide includes resources that support school leaders lead classroom practice change, and teachers to develop their understandings and skills in teaching and learning. Do our students know? 0000004257 00000 n 0000024852 00000 n Results from assessment tools are used in conjunction with teacher observations and learning conversations with students, to support teacher judgments. Progressions of learning are well documented, with exemplars from student work, teacher observations, and assessment tool information. There are guidelines to help you choose the most appropriate assessment tool here: Each of these tools has a specific purpose which helps with the decisions about why and when you would use the tool. 0000012116 00000 n 0000010614 00000 n It contains guidance, review questions, activities, examples, and resources to enable deep discussions within your school about assessment for learning. Guided by leading experts in assessment for learning, on this course you’ll discover how to gauge your learners’ understanding, so that you can better progress their learning. 0000031004 00000 n Progress and achievement are assessed only through the use of assessment tools. 0000013911 00000 n Award winning online training for teachers and school leaders. The primary owners of assessment information are your students. to find out what the learner has learnt and to report on that. 7�����̜�����k���%�Pj�:)q +E|ōK�\���N,�x�����Sݎ�Pۺ.��R[X�FI��Ybvn��Ò�j�l����֡�);�H����QD��n�3D�R�]�����zz9��bB���7�T5t�g�IS�1gųP��p. Students are involved in assessment processes and they see it as a learning opportunity. 0000000016 00000 n Benchmark Assessments for Improved Learning 3 PURPOSES OF BENCHMARK ASSESSMENTS Benchmark assessments often serve four interrelated but distinct purposes: (a) communicate expecta-tions for learning, (b) plan curriculum and instruction, (c) monitor and evaluate instructional and/or program effectiveness, and (d) predict future performance. 0000001845 00000 n They kept what was working for them, discarded what was not, and are in the process of further developing their progressions of learning across the curriculum. 0000063948 00000 n It is for all Kāhui Ako, schools and kura in New Zealand. It will support you to review your assessment policies and procedures and can be used for ongoing review. Curriculum Guide Template. Student exemplars are kept to illustrate different levels of achievement. There are three guides: • Local curriculum What are our checks on this? The guide series is part of a package, including workshops and tools that will support schools to develop and review local curriculum. 0000005945 00000 n The Learning Progression Frameworks (LPFs) and the Progress and Consistency Tool (PaCT) are curriculum progress tools. The Leading Local Curriculum Guide series has been developed to deliberately steer your curriculum and assessment review and design decisions as you strengthen your local curriculum, notice and respond to progress, and strengthen learning partnerships with parents and whānau. National curriculum and assessment: information for schools Primary assessment in England: impact assessment School reports on pupil performance: guide for headteachers Can all our students answer the following questions: How confident are we about the quality of the overall teacher judgments across our school? Power Tool: Curriculum Guides and Pacing Curriculum Guide. There are no common understandings of "what good looks like". Although schools are free to use whatever tools and resources they choose, there are high impact, well-researched, reliable assessment tools and resources that schools can use to measure progress and achievement. Future Ready Skills for Deeper Learning. How confident are we that assessment tools are being administered properly so that the results are reliable? One of the most important power tools for writing and implementing content is a curriculum map. Every teacher knows how to administer assessment tools according to the instructions from the tool developer. The wide variety of information that teachers collect about students’ learning processes provides the basis Sound teacher judgments supported by a reliable assessment tool and ongoing classroom observations and conversations provide information on progress and achievement. curriculum-embedded assessment. %PDF-1.7 %���� Leading Local Curriculum Guide – Assessment for learning (PDF, 637 KB), Mā te whiritahi, ka whakatutuki ai ngā pūmanawa ā tāngata, Together weaving the realisation of potential. Additionally, it represents an articulation of what students should know There is a school-wide plan that reflects the purposeful use of a small number of tools to supplement teacher observations and learning conversations. There are no standardised procedures across the school for assessment tools. 0000013357 00000 n Early Mathematics: a Guide for Improving Teaching and Learning. 0000001056 00000 n 0000031079 00000 n They provide authentic tasks linked to The New Zealand Curriculum that provide rich opportunities for next step learning. � Secondary Education Curriculum Guide (2017) Key Learning Areas Curriculum Guides (2017) Curriculum and Assessment Guides (with updates in November 2015) Applied Learning Curriculum and Assessment Guide (Senior Secondary Level) Senior Secondary Curriculum (Special Educational Needs) Curriculum … The curriculum map is the big picture that provides a clear guide for important concepts and assessments that need to be taught throughout the year. (iii) Students understand what successful work looks like for each task they are doing. Together, the tools provide valuable information to support teaching and learning conversations and guidance on next steps. 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