PLANNING AND ASSESSMENT

PR-2-3

PROCEDURAL DOCUMENT

Effective Date: 06-April-17

 

Rationale

The primary purpose of assessment is to improve students learning and teachers’ teaching as both students and teachers respond to the information that it provides. Our assessment information will be affective in meeting this purpose, and also to provide the basis for future planning.

Our assessment will benefit students, and clarify what they know and what they need to learn.

Our assessment will support teaching and learning goals so that important outcomes are emphasised and the teacher gives feedback that helps the students.

Our assessments are planned and communicated and students know how and why they are to be assessed. Teachers will be flexible in their approaches to assessment in order to respond to changes.

Assessment will be suitable for the purpose intended and use a range of formal and informal approaches according to the varied characteristics and experiences of the students.

All assessment will be valid and fair.

School wide assessment will be used in order to know what impact our programmes are having on student learning. We can use this information as the basis for changes to policies, or programmes, or changes to teaching practices and also for reporting to the Board of Trustees.

Implementation

  • On transition to school, students will be assessed with School Entry Assessment (SEA), alphabet check, New Entrant assessment, and numeracy diagnostic.
  • In reading, teachers will use running records when appropriate. For older students, Probe prose inventories will be used. Year 5-6 students need to be tested at least twice during the year. Junior students will be tested as needed. Teachers will keep anecdotal information on students during guided reading sessions.
  • In writing, as well as teachers reviewing student progress each week, teachers will assess the students writing twice each year using AsTTle testing.
  • In Mathematics teachers use JAM and GloSS, and observations during teaching. Years 4-6 will be tested using P.A.T. in Mathematics.
  • Classroom teachers may test basic facts and spelling lists in their class programmes.
  • Teachers will keep student assessment data on our Student Management System.
  • All standards relate directly to expectations of achievement from the New Zealand Curriculum Statement.  For each level in each curriculum taught, a standard has been set: Students in years 0,1 and 2 are assessed against the standards for level 1, Students in years 3 and 4 are assessed against the standards for level 2, Students in years 5 and 6 are assessed against the standards for level 3. 

Conclusion 

We will be aware of students’ needs, the area to focus on for improvement and the ability to recognise where we need to change and how this may impact on our planning.          

Comparable data

Teachers take running records or prose inventories as needed (using Probe).

All students take the Numeracy ‘tests’ to determine their Mathematics levels.

All six year old students undertake the six year nets.

All students take part in the early skills test after three months at school.

Reporting to Board of Trustees

An overview of whole school achievement in the core curriculum areas will be provided to the Board, mid and end of year.

At least once a year data will be presented to give comparison in Reading and Mathematics for males and females.  At least once a year data will be presented to give comparisons in Reading and Mathematics between Maori and Non-Maori students. 

All Board of Trustee Meetings are open to the community and the community is able and encouraged to access whole school achievement data. No information that leads to the identification of individual students is made available to the school community.