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'The primary purpose is to improve students' learning and teachers' teaching' (NZC p39).

This is an ongoing process that involves the focused and timely gathering, analysis, interpretation, and use of information that can provide evidence of student progress. The information gathered depends upon the purposes of the assessment. Teachers have a direct interest in formative assessment since that informs the next step in the teaching process.

School management and governance have a vested interest in longer term structural change and resourcing and require annual progress and trend data. Teachers are guided in this latter process by a school assessment map that sets out what assessment information is required and when. This information is used to inform programme development, funding, staffing and infrastructural change.

Key assessment resources we rely on:
NZEI "The Connected Curriculum"; Assessment [1]

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Formative assessment

[Mind] - formative assessments, most of which can be automatically graded and reported in real time, providing instantaneous, targeted feedback for learners while enabling teachers to use data to impact instructional decisions in the moment. 2017.3.8

Comparing the quality of education systems

Various methods are used [to compare the quality of education system]—one of which is the OECD’s Programme for International Student Assessment (PISA).

[for International Student Assessment] (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.

  • pre-reading, math - developing countries, OLPC / IALP
  • teacher assessment
  • student data - progress, tracking, monitoring