SLIDE 1
Assessment in New Zealand
Where have we been? Where are we going? What are our opportunities?
SLIDE 2 Where would you find these statements?
The primary purpose of assessment is to improve students learning and teacher teaching as both student and teacher respond to the information it provides The primary purpose of assessment should be to provide information which can be used to identify strengths and guide improvement
- A. New Zealand Curriculum (2007)
- B. Tomorrow Standards Report (1990)
- C. Directions for Assessment in NZ (2009)
- D. National Education Monitoring Project (1995)
SLIDE 3
Where have we been…where are we going?
The primary purpose of assessment is to improve students learning and teacher teaching as both student and teacher respond to the information it provides NZC 2007 The primary purpose of assessment should be to provide information which can be used to identify strengths and guide improvement Tomorrows Standards 1990
SLIDE 4 1989 MoE, ERO, NZQA established 1990 Tomorrows Standards 1994 Assessment Policy to Practice 1995 National Education Monitoring Programme 1998 Assessment for Success in Primary Schools
Where have we been…
SLIDE 5
SLIDE 6
SLIDE 7
Our current position on assessment
SLIDE 8 Source: www.dailygloom.com
What about subject knowledge?
SLIDE 9 Michael Absolum John Hattie Dylan Wiliam
AFL Frameworks
SLIDE 10
Effective Feedback
SLIDE 11
We have a puzzle..
SLIDE 12
What stories are we telling about our current picture?
Why haven’t we been able to achieve our dream of more equitable system outcomes?
What's our combined story about where to next?
SLIDE 13
Understanding each others interests Trusting each others intent
SLIDE 14 Accountabilty focused system Learning focused system
Reporting what has been achieved Sharing and understanding insights about what has been learnt Focused on success/failure Key purpose- accountabilty Focused on supporting growth/progress Key purpose- better learning by all - accountablity is the by-product Essentially about compliance Collaborating and co-constructing meaning and the way forward Once or twice a year Continuous and timely Single direction Multi-layered and multi-directional with all in conversation Technology improves the quality, timeliness and richness of the information and information flows
SLIDE 15 Opportunities to…
..design a framework for measuring progress in relation to these outcomes ..identify most valued student outcomes for each phase of learning ..develop shared understanding
- f necessary and sufficient
evidence for each stakeholder ..develop rich descriptions and exemplars to support teacher judgements
SLIDE 16 Achievement and progress measured against signposts that reflect desired 21st century outcomes
Subject Knowledge + Competencies + Application in new situations
Source: www.glasbergen.com
SLIDE 17 Our metrics should answer important questions
1. What is our systems/schools ability to deliver on 21st century outcomes? (Clarity of goals, professional capacity, enabling policy settings)
- 2. What learning processes are our students using?
(Are they consistent with the evidence about what leads to 21st century outcomes)
- 3. To what extent have students developed desired
capabilities at each level?
Source: Global Education Leaders Partnership
SLIDE 18
Noticing, recognising and responding..
