PT ENGLAND SCHOOL POLICY
ASSESSMENT & EVALUATION
DEFINITIONS:
Assessment is the process of gathering evidence of and making judgments about students’ needs, progress and achievements.
Evaluation is the analysis of this information to make judgments about the effectiveness of teaching programmes, policies and procedures and to determine continuing teaching/learning.
CAUTION:
Assessment and Evaluation are integral and valuable parts of the learning process. They must not be seen as ends in themselves but as essential to planning and the teaching programme. Assessment and Evaluation must be culturally appropriate and responsive.
OBJECTIVES:
1. For teachers at Pt England to regularly assess and record children’s progress, identifying what they are able to do and their future learning needs.
2. For future learning goals to be determined by teachers and children.
3.To provide information which can be used to report student progress and levels of achievement to parents.
4. To provide data to demonstrate that pupils are achieving against the objectives within the National Curriculum Guidelines.
5. To provide information which can be used for the review and evaluation of programmes across the school.
GUIDELINES:
1. Wherever possible assessment should be an integral part of the normal teaching/learning process.
2. Teachers should ensure that assessment tasks focus on the important learning outcomes and that those match with the objectives planned.
3. A variety of assessment tasks should be used, including Diagnostic, Formative, Summative and Programme Evaluation.
4. Teachers should ensure that the range of assessment practices and procedures recognise different learning styles, gender, culture and background which different students bring to their learning.
5. The Pt England Learning Community should have a continued focus on using assessment & evaluation to link evidence to practice
PROCEDURES:
1. Within the first two months of the school year or at the completion of a New Entrant’s first whole month at school, ‘baseline’ data will be gathered. This will include a range of formal and informal tests designed to establish individual learning needs. Formal assessment will include School Entry Assessment for Y1’s and the NESB assessment booklet for students of all ages.
2. During this period individual ‘Profile Folders’ will be set up for new students and electronic class checklists will be updated.
3. Students will be assessed against the NZ Curriculum and its associated Progressions twice yearly and this progress will be reported to parents and whanau. The staff and the management team will produce 'on trackness' reports regularly throughout the year and then at the end of each schooling year, produce a summative synthesis for the annual report against progress.
4. Standardised and formal test data from a range of curriculum areas will be collated, as will more informal assessment tasks and tasks specific to the National Curriculum Guidelines in order to produce data that will point to individual needs as well as being able to be aggregated to indicate school wide or group specific needs.
5. By the end of March each year a Special Needs list records pupils who have been identified as requiring individual programming and assistance. Twice each term Special Needs Committee meetings are held, minutes are kept recording actions to be taken.
6. This Register and its associated committee meetings will form the basis of applications for ORRS, Behaviour Intervention, inclusion in the Communication Strand, or inclusion in: ESOL programme, SEG programme, Tier 2 Literacy Support, Reading Support, GATE etc.
7. An informal meeting with parents will take place when required to form relationships and carry out some simple goal setting.
8. More formal reporting will be carried out with OTJ's at the mid point in the year and a written report will be made available to parents along with the opportunity for discussion at an interview.. (See ‘Reporting to Parents’ policy) A range of assessment data will be used in conjunction with the Student Report to provide concrete evidence of student achievement outcomes against progressions associated with the NZC.
9. Standardised and formal testing will be conducted again during October/November, in selected areas to determine both individual and school wide progress.
10. On going monitoring of student progress against National Achievement Objectives will take place throughout the year.
11. Analysis of assessment and OTJ's will be carried out from October each year and a formal report generated for the Caregivers of each child, an academic report will be made to the Home School Partnership and to the BOT. After discussion and consultation of that report an annual report will be furnished to the Ministry of Education, prior to March 1 of the succeeding year.
Formulated: 1995
Reviewed: 1998
2002
2006
2009
2013
2018
2025