Figure 1.--An effective assessment program is a key element of any school program. Such a program can significantly improve the learning program. |
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A key component of education is grading and report cards to keep parents informed of their child's propgress. The main purpose of assessing students' progress is to improve both learning and the quality of learning programmes. A student's strengths and the areas needing development are identified to provide information for the teachers developing and delivering the programmes, the student, and the parents. The main information will come from ongoing school-based assessment. In addition, information will be obtained at key points in the education system, such as at school entry and the start of Year 7 (Form 1) and Year 9 (Form 3) which will help teachers and the government to target teaching and resources more effectively.
Schools are expected to report to parents on the progress of their students. Usually schools give written reports, and parents can also meet teachers to talk about their children. Parents are entitled to ask for a meeting with their child's teachers.
National educational standards will be monitored on a four year rolling cycle by assessing around three percent of eight and 12 year-olds. The four year cycle will
cover all essential learning areas and essential skills in the New Zealand Curriculum.
To improve student's learning.
To improve the quality of learning programmes.
To record and report on students' progress.
To provide feedback to students on their learning.
To establish the knowledge and experiences students bring to a learning task.
To encourage objective reporting of student achievement in relation to learning outcomes and the development of essential skills.
Boards of Trustees must foster student achievement by providing a balanced curriculum in accordance with the national curriculum statements (that is, The New
Zealand Curriculum Framework and other documents based upon it).
In order to provide a balanced programme, each Board, through the Principal and staff, will be required to;
i Implement learning programmes based upon the underlying principles, stated essential learning areas and skills, and the national achievement objectives;
ii Monitor student progress against the national achievement objectives;
iii Analyse barriers to learning and achievement;
iv Develop and implement strategies which address identified learning needs in order to overcome barriers to student's learning;
v Assess student achievement, maintain individual records, and report on student progress.
[Source: "National Educational Guidelines", Education Gazette, 30 April 1993
The assessment committee will offer assistance with assessment and check and approve assessment statements.
Course requirements and assessment outlines will be stated in writing and explained to students at the start of a course.
Assessment practices will reflect a range of assessment activities for their programme.
The assessment committee will assist departments with inter-class moderation and inter-subjects moderation when required.
Students not meeting course requirements will be sign posted by Senior Deans.
Reports should provide feedback on a range of aspects of the student's achievement. They should describe the knowledge, skills and attitudes achieved by the learner.
Planning (done collaboratively within departments) for assessment will be done as an integral part of the learning/teaching programme. Subsequent curriculum planning will reflect the needs and strengths highlighted.
All assessment practices and procedures will recognise the differences in gender, culture, background, and experience that students bring to their learning. They will be fair to all students.
Assessment will consider knowledge, skills and attitudes as described in the national curriculum documents.
Judgments concerning standard of achievement will be referenced against
Predefined criteria (standards based assessment)
Other student's performance (norm referenced assessment).
Consistency in the school assessment programme will be achieved through interclass moderation by exemplars, visitation or defined criteria to ensure assessments made by different people are comparable.
Individual student achievement will be recorded cumulatively.
Assessment guidelines in the National Qualifications Framework will be openly discussed with students and caregivers during parent evenings and in reports.
Procedures may vary among schools and academic level.
Most schools issue reports to parents each term. The details in the report and the procedures may vary somewhat from school to school.
Ashburton College: Single subjects reports are sent to parents at least twice a year. Special interview evenings to meet teachers are arranged throughout the year.
Lincoln High School: Term 1 reports are not issued but a Meet the Teachers Evening is held late in the term. A detailed Term 2 report is issued in July. Following the report a Report Evening is held to enable parents or caregivers to discuss reports with teachers. The school encourages students to attend. A final report is issued at the end of term 3 reviewing the work of the entire year.
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The learner should be at the heart of all educational assessment.
Assessment should predominantly be used to enhance change, growth and development of the learner.
Assessment should take many forms and use a variety of methods best suited to the learner.
Assessment should be on-going, accurate and objective.
Student's performance should be measured against specified learning outcomes.
Assessment should motivate the student to learn.
Assessment should focus on the most important goals.
Assessment information should be shared with the learner.
It happens during informal classroom discussion, as a result of students' writing, and as a result of practically every activity that
takes place in a classroom.
Observation can range from the informal (for example, casual monitoring of an aspect of student behaviour) to the more formal (for example, using a
standardised observation schedule.
This can be an informal activity in response to a question such as, "Tell me how you.........". It can also involve more formal activities in which the
students analyse their achievement or understanding.
If a group has a specific task to complete, each student could be given a role so that the successful completion of task depends on
the whole group contributing. Each student can assess her or his own and others' contribution to the task.
This involves a discussion between the teacher and an individual student. It is often used to carry out informal assessment of students' progress, and to
provide feed-back to the student and teacher.
A portfolio is a showcase for a student's work. It is a means of displaying many types of assignment, projects, reports, pieces of writing, computer work,
and audio and video productions.
Exemplar, or models and examples of students' work, can give an indication of the quality of work expected.
Written tests may be standards-based or norm-referenced; they will be used for a range of purposes - diagnostic, formative and summative. There should
also be a variety of tests, for example, short answers, multiple choice, matching, extended answer, structured answer, paragraph, essay, completion, open-ended,
open book, performance and practical tests.
Assessment information is kept in a range of forms that can be used to report on students' progress:
Remains the property of the classroom teacher. Gives an overview of class and individual student progress and is for future
programme planning.
Shows ongoing student learning. All work is annotated and includes self and peer assessments, draft and final form exemplars. Responsibility of
student. Shared with parents each term. Written comment from parents is encouraged.
Provides evidence of a shared understanding of student performance.
Translation of cumulative data, report on student progress. Written report mid year and early November.
Evenings to discuss student achievement as required. These may include telephone conversations, homework diaries, curriculum outlines, newsletters and PTA evenings.
Is personal to the student and caregiver and will be accessed to them on request. Other requests will be governed by the
Privacy Act.
It is expected that, in assessing students' progress, teachers will make judgments as to an individuals degree of achievement of particular
objectives, and will include commentary on that degree of achievement when reporting to parents.
The procedures should ensure that reports and reporting practices will:
Describe student achievements, for example, in relation to the achievement objectives in the national curriculum statements.
Make recommendations for future work based on a student's achievements.
Use constructive language, and be fair and frank, without being unnecessarily critical.
Advise students and parents on ways to improve the student's learning.
Ensure the confidentiality of all communications between teacher, student and parent.
