Assessment

Rationale - Purpose of Assessment

The primary importance of assessment is to improve student learning, therefore all data collected will be analysed to inform teacher practise and improve student outcomes. Assessment will be used to establish the point the student is at in the learning process and will be the initial step at which future programmes are planned for. Students will be informed and involved as they assist with future learning directions. Assessments will include formative and summative, and a triangulation of the data will be conducted at regular intervals. Teachers will use this triangulation of data and overall teacher judgement to report on student achievement.


Peer and self evaluation are key components that link the learning with planning. Teachers will use evaluation to organise activities, programmes and to check the effectiveness of their programmes. Effective evaluation leads to an improvement in learning and teaching while maintaining a co-constructed learning environment. Teachers will be efficient in keeping regular records that show progress, and are relevant to learning. Students will have ownership of their learning and know what to do to achieve to their potential.

The Assessment Process

School wide data for numeracy and literacy will be collected during each term

Teachers should collect information through:

*Day to day observation – Student work books, assessment tools such as PACT, and learning progressions framework when making O.T.J (overall all Teacher judgement).

*Overall teacher judgements are made across curriculum areas.

*Testing, formative and summative - is used to assist teachers in determining current learning level. It is recommended that teachers have available the work samples which have been used to form part of the assessment.

*For mathematics, JAM, GloSS, IKAN, PAT.

*For reading, Observation Survey, STAR, Running records/PROBE, PM Benchmark, PAT Vocab and comprehension.

*For writing, e-asTTle, Observation Survey.

*Work samples will be moderated regularly to ensure consistency and accuracy.

*Conferencing - student voice - self assessment, peer assessment.

*Discussion with other teachers and moderation within school and cluster.

*Data collection sheets will be filled out school wide for interpreting and analysing to inform next teaching steps and target students.

*Data is analysed by the Woolfe Fisher Foundation twice yearly until end of 2019.

*As a staff we work collectively twice per term to determine target students.