PTC11-Assessment

Criteria Eleven: Analyse and appropriately use assessment information, which has been gathered formally and informally.

Key Indicators:

- Analyse assessment information to identify progress and ongoing learning needs of ākonga 

- Use assessment information to give regular and ongoing feedback to guide and support further learning; 

- Analyse assessment information to reflect on and evaluate the effectiveness of the teaching;

- Communicate assessment and achievement information to relevant members of the learning community

- Foster involvement of whānau in the collection and use of information about the learning of ākonga.

Questions I have asked myself:

- What sources of data could I be using?

- How do I know that my students are progressing?

- Have I used a range of sources of data?

- Do I need someone to help me interpret the data?

- How do I gather and use assessment information in ways that advances the learning of my ākonga?

Strategies that have helped me:

- Observations of other staff. members and other PRTs.

- Effective planning.

- KNOWING the students who are in the class.

- Good use of questioning techniques to establish background knowledge.

- Student voice/ reflection.

- Plan in partnership with the students – be able to adapt according to how the lesson is going.

- Use of diagnostic testing to establish learning styles and prior knowledge.

- Attending relevant PD, particularly relating to strategies.

Reflections:

- What do the student surveys tell me about their attitude and their view of their achievement / progress in my class?

- Where are my students at on the National Curriculum?

- Do I regularly share assessment information with the students and whānau?

Evidence that might support this:

- Reflection notes on gathered information.

- Teacher self-review demonstrates appropriate use of assessment tools.

- Examples of how I share assessment information with whānau, teachers and ākonga.

- Examples of assessment information appropriately recorded. 

- Planning reflects use of assessment as a reflective tool.