Darfield School Curriculum 2011 Contents

TECHNOLOGY

What is Technology About?

Technology is about addressing needs and realising opportunities.

Technological Practice, Technological Knowledge and Nature of Technology.

• 
  the purposes and uses of assessment
  
• 
  the characteristics of quality assessment
  
• 
  what we measure
  

“The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both students and teachers respond to the information that it provides.”

This diagram shows the relationships between the various partners and their responsibilities in the use of assessment information. The school has addressed each of these aspects.

Students need to develop their assessment capability. Currently, while many assessment decisions tend to be made by teachers on behalf of students, we are working to develop a range of strategies to enable students to self monitor their progress. We need to place students at the centre of both learning and assessment. To enable students to take increasing control of their learning, they need to develop the capability to assess their learning. Students cannot get there without support.

This is how teachers pass on information.

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  Student management system – MUSAC
  
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  Student Files – assessments, enrolment details etc
  
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  Informal and formal communication between staff.
  
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  Sample Folders are used to report to students and parents on student progress and achievement. Students should be aware of why specific samples of work are included. These may be discussed during the parent conferences.
  

Greater involvement of parents and whānau in support of young people’s learning is a goal of all recent initiatives designed to address under-achievement. When students are at the heart of assessment decision-making, the potential for genuine learning partnerships and conversations is greatly increased.

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  Reporting to parents – written (twice a year)
  
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  Parent Interviews once a year.
  
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  Maori consultation every year.
  
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  Community events and sharing successes.
  
• 
  Consultation evenings.
  

• 
  Three-way Conferences – twice a year.
  

Currently, we have an Assessment and Reporting calendar, which outlines the specific assessment, including the appropriate tools, to be done throughout the year and across the school.

• 
  We use data collected from the end of the previous year and the beginning of the current year in order to identify specific areas to be targeted. The senior management team completes this.
  
• 
  The principal presents the information to the staff and the Board of Trustees.
  

• 
  To include the targets in each teacher’s individual performance appraisal.
  
• 
  Staff development meetings are held on each target area to support staff to meet the required targets.
  
• 
  Students and parents are made aware of the targets.
  

The Board of Trustees, through the principal:

• 
  Monitor student achievement against stated expectations
  
• 
  Review the effectiveness of teaching and learning programmes with respect to these expectations
  
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  Report to the MoE on student achievement targets and in future, against National Standards
  

1. 
   Benefits students
   

The primary purpose of assessment is to improve students’ learning and teachers’ teaching.

2. 
   Involves students
   

“All our young people should be educated in ways that develop their capability to assess their own learning.

At Darfield Primary School, we will develop student involvement in Assessment by:

• 
  Using self-assessment rubrics.
  
• 
  Using self-reflection tools at the end of sessions where appropriate.
  
• 
  Students completing written self-evaluations where appropriate.
  

3. 
   Supports teaching and learning goals
   

Teachers are developing their skills in setting clear learning intentions and success criteria, so that sound assessment of specific learning can take place.

We want our students to understand the desired outcomes and criteria for success. Important outcomes need to be emphasised, with the teacher giving relevant feedback that helps the students to reach them.
“The single most important element of planning …..is the clarity of the learning intentions. Unless teacher are clear about what they want students to learn, it is not possible to develop good assessment of that learning”.

Clarke, Timperley, Hattie, 2003.

4. 
   Is planned and communicated
   

Assessment opportunities are planned for throughout the year.

• 
  Teachers’ planning needs to be flexible in order to take into consideration new information, opportunities, or insights.
  
• 
  Students should know in advance how and why they are to be assessed.
  
• 
  Understandings, assessment criteria and learning activities should be carefully matched.
  

5. 
   Is suited to the purpose
   

6. 
   Is valid and fair
   

A range of valid and inclusive assessment and monitoring processes are used to gather information about what students know and are able to do.

Standardised assessment tasks are selected in order to ensure consistency across the school.

Assessment judgments are moderated through professional collaboration to ensure fairness, reliability and validity.

7. 
   Is an ongoing and integrated process
   

Assessment Reporting Calendar 2011

To be also read alongside the Literacy Assessment Plan and the Mathematics Assessment Requirements together with the Testing Folders for End of Year Requirements.

Term 1
Week 1	Writing Sample
Week 2	Pre-assessments English/Maths Handwriting Sample Writing Sample
Week 3	Meet the Teacher Night NUMPA/Snapshots Writing Sample – Moderated in teams
Week 4	STAR A (Years 3-6) PAT (Years 4-6) Running Records (Whole School)
Week 5	ASTTLE Reading (Years 4-6)
Week 6	Teacher/Parent/Student Interviews - Goal Setting
Week 7
Week 8	Running Records (Years 1-3)
Week 9
Week 10	End of Units Assessment English/Maths
Week 11	Sample Folders sent home

Term 2
Week 1	Pre-assessments English/Maths
Week 2	Handwriting Sample Writing Sample
Week 3	Running Records (Years 1- 3)
Week 4	Writing Sample – Moderation in teams
Week 5
Week 6
Week 7	Reports to Syndicate Leaders
Week 8	Running Records (Years 1-3) NUMPA (Years 1-3)
Week 9	Reports/Sample Folders sent home
Week 10	Parent/Teacher/Student Interviews End of Units Assessment English/Maths
Week 11

Term 3
Week 1	Pre-assessments English/Maths Writing Sample
Week 2	Writing Sample
Week 3	Running Records (Years 1-3)
Week 4	Writing sample – Moderated in teams
Week 5
Week 6
Week 7
Week 8	Running Records (Years 1-3)
Week 9
Week 10	ASTTLE Reading (Years 4-6) Sample Folders sent home

Term 4
Week 1	Handwriting Sample Writing Sample
Week 2	Writing Sample STAR B (Years 3-6) Running Records (Years 1-3)
Week 3	Writing Sample Moderated – Whole School
Week 4	Maths Assessment – NUMPA; Basic Facts
Week 5
Week 6	Running Records (Whole School) Reports to Syndicate Leaders
Week 7	End of Unit Assessment; English/Maths Completed Testing Folders handed in
Week 8	Reports/Sample Folders sent home

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