National Standards

Evaluation Associates

2010

• To understand key principles that should guide decisions regarding National Standards.

• To model a process of professional learning around NS that school leaders can use in their own schools.

• To understand the process of self-review in relation to implementing NS.

Purpose

• Three ways in which you could start working with your school to align current assessment practices with National Standards.

• A clearer picture of overall teacher judgements and how they could be made.

• A clearer idea of what reporting to parents could or should look like.

What you should leave with:

• Clarity about how National Standards relate to English Language Learners and Special Needs students.

• Not every question answered, but confidence that you can work through the uncertain stuff.

• A sense of clarity around what’s working well, what needs adjusting and what needs implementing in your school.

What you should leave with:

What are you hoping to have more clarity about

from the morning?

Assessment for the purpose of improving student learning is best understood as an ongoing process that arises out of the interaction between teaching and learning. It involves the focused and timely gathering, analysis, interpretation and use of information that can provide evidence of student progress. Much of the evidence is “of the moment”.

New Zealand Curriculum(p.39)

From the New Zealand Curriculum:

From the National Standards:

‘When used in conjunction with effective assessment practices, the National Standards will be a powerful means of informing students, parents, families, whānau, teachers, schools, and the education system about how well things are going and what could be done better to improve learning for all students.’

Reading and Writing Standards (p.4)

Mathematics Standards (p.5)

• The fundamental and overriding purpose of assessment is to help students learn and improve teachers’ teaching.

• To merely comply with expectations or directives on assessment misses the spirit of the NZC.

Key Messages

benefits studentsinvolves studentssupports teaching and learning goalsis planned and communicatedis suited to the purposeis valid and fair

New Zealand Curriculum p.40

Characteristics of Effective Assessment

How does effective classroom practice link to effective assessment?

• Students actively involved in assessment decisions

• Assessment information always shared with students

• Students know where they are at, where they are going and next learning steps to achieve their goal

• Students able to assess their own progress towards their learning goals

• Students involved in informing parents about their learning, further enhancing home and school partnerships.

Sources of evidence to support decision-making

Observation of ProcessEvidence gained from informal assessment opportunities:

Learning ConversationsEvidence arising from Learning Conversations:

Test OutcomesEvidence gained from assessment tools, including standardised tools:

• Focussed Classroom Observation

• Student books and tasks• Running Records• Student peer assessment

• Conferencing• Interviewing• Questioning• Explaining• Discussing

• 6 year Observation Survey• PAT• Star• E-asTTle/AsTTle V4• GLoSS and IKAN

Overall Teacher

Judgement

TKI assessment site: OTJs

What school systems are needed for effective assessment?

• Appropriate choice of assessment tools and evidence.

• Processes to ensure consistency in administration and scoring

• Accurate analysis, interpretation and use of assessment information

• Moderation (of administration of assessments and marking of assessments)

How accurate were the Overall Teacher Judgements teachers made last year? Did they provide students with accurate and useful information about their learning and what their next steps were?

By what measures did teachers make Overall Teacher Judgements last year? How do those measures align with the National Standards? Do teachers understand the Standards enough to make this alignment?

Last year, how did teachers ensure that they were being consistent within their own class and consistent with other teachers?

What common processes would be helpful in developing consistency?

Suggested Process for making OTJStandardised Tool

Professional judgement suggests standardised assessment is

inaccurate

Professional Judgement suggests standardised assessment is accurate

Consider evidence that the student is demonstrating skills

cross-curricula

Consider evidence that the student is

demonstrating skills cross-curricula

Consider and collect evidence that shows

more accurate assessment

Make Overall Teacher Judgement

Make Overall Teacher Judgement

Check with the students regarding their perception/

evidence

Check with the students regarding their perception/

evidence

Key Messages

Assessment in relation to the National Standards

IS NOT about…• using a single test• drowning students in assessment tasks• the implementation of entirely new assessment regimes

Assessment in relation to the National Standards

IS about…• using multiple sources of evidence to make defensible judgements

about students’ achievement and progress• Primarily to support students in understanding their learning and

next steps• Helping parents and other stakeholders to best support student

learning • a catalyst for reviewing and improving current assessment practices

So, what’s next for your school?

START with what you already know and do.

How do your current assessment practices align with the NZC and the National Standards?

• What’s working?• What needs adjusting?• What needs implementing?

http://assessment.tki.org.nz/

Information on and examples of:• Assessment for learning pedagogy• Overall teacher judgements• Preliminary work aligning common assessment tools

with the National Standards• Moderation• Reporting to parents

The assessment tool selector

Assessment resources maps

‘Moderating asTTle writing’ presentation

What support is available?

ELLP- English Language Learning Progressions

Your choice: National Standards or ELLP?

1. Identification of students

2. Guidelines : Y 1-4 – 2 yrs – F, 1,

Y 5-8 – 3 yrs – F, 1,2

3.Systematisation of data

National Standards and ELLP

The guidelines are clear –

ORRs funded

SLS (only those working within Level 1)

Just because the student has a teacher aide or an IEP is no reason to be exempt from National Standards

ORRs / SLS • IEP – personal goals• Narrative Assessments – portfolio reports –linked to

NZC – will show evidence of student achievement towards their goals www.evaluate.co.nz for template

Some Special Education Students are exempt from National Standards