Outline of Assessment

Assessment

Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies.

Assessment, teaching and learning are inextricably linked, as each informs the others.

Assessment is a powerful process that can either optimize or inhibit learning, depending on how its applied.

For teachers, assessment for learning helps teachers gather information to:

  • plan and modify teaching and learning programmes for individual students, groups of students, and the class as a whole.
  • pinpoint students’ strengths so that both teachers and students can build on them.
  • identify students’ learning needs in a clear and constructive way so they can be addressed.
  • involve parents, families and whānau in their children’s learning.

For students, assessment for learning provides students with information and guidance so they can plan and manage the next steps in their learning.

Assessment for learning uses information to lead from what has been learned to what needs to be learned next.

Assessment for learning uses a range of approaches. These may include:

  • day to day activities (such as learning conversations).
  • a simple mental note taken by the teacher during observation.
  • student self and peer assessments.
  • a detailed analysis of a student’s work.
  • assessment tools (which may be written items, structured interview questions or items teachers make up themselves).

What matters most is not so much the form of assessment, but how the information gathered is used to improve teaching and learning. At Mellons Bay, we use the following assessment tools, found in the links below:

www.kiwifamilies.co.nz/articles/assessment-at-primary-school

www.nzcer.org.nz/tests/understanding-pats-parents-and-community

An informative guide for parents can be found on the Education Review Office website asking the right questions at school

 

 

Parent Teacher Interviews

Parent interviews are held twice a year.

Term One
Meet the Teacher – presentation from senior management and the classroom teacher.
Parent Teacher Interviews – data sharing with parent.

Term Two
Written report in literacy and numeracy related to the National Standards
Conferences – the child, parent and teacher share the learning.

Term Four
Year end summative report