Assessment processes, practices and systems for School Leaders

1. Assessment processes, practices and systems for School Leaders to support the implementation of the New Zealand Curriculum Standards Term 2, 2010 Welcome, whakatau mai! Te kahui akoranga ngaio

2. Assessment: Developing Coherence

3. Workshop Purpose • To help you to reflect on your assessment systems to identify what’s working well, what needs adjusting and what needs implementing. • To examine the principles which underpin quality assessment systems and to exemplify how these principles might be practically implemented.

4. Workshop Agenda - Assessment Systems Assessment Systems Agenda Progression

5. Making Connections: Session One Workshops • The previous workshop on National Standards briefly covered some aspects of assessment systems. • You may recall the next three slides.

6. Characteristics of Effective Assessment Benefits Students Involves Students Supports teaching and learning goals Is planned and communicated Is suited to the purpose Is valid and fair

7. What school systems are needed for effective assessment? Appropriate choice of assessment tools and evidence. Consistency in administration and scoring Accurate analysis, interpretation and use of assessment information Moderation Reporting to students, parents and B.O.T.

8. Questions to ask ourselves; • What are our current practices/systems? • What practices and systems needs to be improved? What just needs tweaking? What’s missing? • What needs to be addressed through longer term development?

9. Reflection • If you attended one of the Phase 1 workshops, what changes, if any, have you made as a result of attending that workshop? • If you didn’t attend the Phase 1 workshops, what have you done so far to lead your staff in the implementation of National Standards?

10. Assessment in Your School • A Framework for thinking about your School’s Assessment Systems • Use the framework provided to consider your assessment systems. • Highlight the areas that are working well. • Highlight the areas that might need adjusting/improving • Briefly record evidence • Refer to this throughout the workshop

11. Assessment Systems Review

12. Assessment Schedule Your processes and systems will need to fit into your reporting schedule. • Talk to your group about when you are intending to report and your rationale for that timing. • If these are the times you are going to report when would you need to make and moderate your overall teacher judgements (OTJ) in order to inform reporting?

13. Making Overall Teacher Judgements There are two aspects of this: • Knowledge of the curriculum and standards • Processes in place for how to make OTJ’s From your current practice, what can you build on and develop further? Making OTJ in relation to NS

14. Sources of evidence from across the learning areas to support decision-making • Observation of Process • Evidence gained from informal assessment opportunities, incorporating the observation of process, such as: • Focused classroom observations • Student work books • Tasks: e.g. maths tasks, ARB’s • Running records • Student self/peer assessments National Standards Used as a signpost • Learning Conversations • Evidence arising from Learning Conversations: • Conferencing • Interviewing • Questioning • Explaining • Discussing Overall Teacher Judgement OTJ Decision made in relation to the National Standards • Test Outcomes • Evidence gained from assessment tools, including standardised tools: • 6 year observation survey • PAT • STAR • E-asTTle • Gloss • IKAN • NumPA

15. Making an Overall Teacher Judgement What is involved in this?

16. How do you react to this example? Does it fit with your understandings of teaching as inquiry and formative practice?

17. Summary of results for STAR Year 4 Student achievement in STAR Year 4 is measured by a total score. The graph below shows how this score aligns with the ‘by the end of Year 4’ national standard in reading.

18. Summary of results for PAT Reading Comprehension Year 5

19. Moderation of OTJ’s • In a group of three, discuss what systems of moderation you use, and how well these are working. • What are the principles of moderation? Moderating OTJ

20. This is what a moderation process could look like? • Select the children whose evidence is ambiguous. • Each teacher from the team/syndicate brings evidence of one of those students. • Using evidence, the National Standards and other curriculum resources, each teacher makes an independent judgement about each student. • Teachers discuss their judgements and use evidence, the National Standards, and other curriculum resources to come to an agreed judgement. • The team selects one student for whom it has reached agreement and take to school-wide moderation.

21. Select the children whose evidence is conflicting Each teacher from a team/syndicate brings evidence of one of those students Each teacher uses evidence/ NS/resources to make an independent OTJ for each student An example of a moderation process The team selects one student’s results for which they have come to agreement and take to whole-school (vertical) moderation. Teachers compare independent OTJs and come to an agreed judgement for each student using evidence / NS / resources.

22. Gathering evidence of progress Workshop activity • In your group brainstorm how your school collects and records evidence of progress Gathering evidence of progress

23. Sharing evidence/data and goal setting From 2010, schools are required to assess each student’s progress and achievement in relation to the NS and to report to parents, families and whanau in writing and using plain language at least twice a year. These reports should include The student’s current learning goals The student’s achievement and progress in relation to the NS What the school will do to support the student’s learning What parents, family and whanau can to do support their child’s learning (From TKI – NZC online, Self Review for Reporting) What changes (if any) might you need to make to your current assessment practices to ensure students are engaged in setting effective learning goals? Sharing evidence with student Goal Setting

24. Students engaged in assessment and goal setting

25. Students engaged in assessment and goal setting

26. What good readers do

28. Gathering Evidence/data Things to consider: • Do you have a clear process for the administration of assessments? How do you know? • Are assessments administered in a consistent manner? How do you know? • Are your teachers marking and leveling consistently? Is there a moderation process to support this? Gathering data

29. Revisit the assessment schedule, and other work you have done today, and consider what your next steps might be. • How do I put this in to practice • E.g. What PD would you need or would your staff need to implement the New Zealand Curriculum incorporating the National Standards? • What do you need to do as a school leader to enable or facilitate this change?

30. All materials presented at this workshop are available online at: www.teamsolutions.ac.nz Click here Or www.evaluate.co.nz