# data[].attributes.body
To consolidate what has been taught

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Assessing with the main goal to promote the students learning. Lizzy

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Diagnostic
Formative
Summative

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An assessment that's purposed for the development of student learning ie. not a summary of their learning but to find out where the gaps are

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An assessment that's purposed for the development of student learning ie. not a summary of their learning but to find out where the gaps are

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Assessment to inform what you will teach next to individuals and groups

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Assessment to inform what you will teach next to individuals and groups

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Gathering evidence (recalling discussions, conferences, bookwork, groupwork data, short assessments, assessments etc.) over a period of time to make an overall judgement about a students progress

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Gathering evidence (recalling discussions, conferences, bookwork, groupwork data, short assessments, assessments etc.) over a period of time to make an overall judgement about a students progress

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Clear parameters of what the is expected at each level 

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Clear parameters of what the is expected at each level 

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Oral / Written / Visual

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Diagnostic - taken before a unit of work, to assess where a student is
Formative - taken during a unit of work, and fed back to students for them to learn how to improve
Summative - at the end of a unit, summarises what the student has learnt. It is evaluative.

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It helps both the teacher and the student to be clear about the learning.

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Assessment that is focused on learning outcomes, assessing to ascertain where a student is 'at' and then to work out next learning steps. Students are encouraged to be active participants rather than subjects in the assessment.

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Did the students learn what I intended them to learn? Could material have been pitched better, or in another way?

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to gauge students understanding (summative). See where they are at and how to plan ahead (formative) 

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to gauge students understanding (summative). See where they are at and how to plan ahead (formative) 

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Used so that a teacher can adjust their teaching strategies in order to meet the needs of their students

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Used so that a teacher can adjust their teaching strategies in order to meet the needs of their students

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It makes it clear where there have been shifts and informs next steps

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To promotes learning, to gather data and see what they have learnt and what their next steps should be

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To promotes learning, to gather data and see what they have learnt and what their next steps should be

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To identify areas for improvement

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Using numerous examples of student work to determine current level of understanding and competency, against criteria or a standard

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Using numerous examples of student work to determine current level of understanding and competency, against criteria or a standard

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Using all of the evidence that you have from the student to make a judgement on where they are at with their learning. This could include discussions, work they have done, in class performances/ presentations, reflections from students. Any evidence that you have.

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Using all of the evidence that you have from the student to make a judgement on where they are at with their learning. This could include discussions, work they have done, in class performances/ presentations, reflections from students. Any evidence that you have.

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Make an informed decision using a variety of evidence

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Three pieces of evidence pointing to the same conclusion

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By reviewing ALL of the evidence, rather than relying on single pieces of data

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By reviewing ALL of the evidence, rather than relying on single pieces of data

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What you observe in a student behavior or output
Bookwork
student voice

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For the student to measure his/her understanding and knowledge

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For the student to measure his/her understanding and knowledge

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Using a variety of evidence (formal and informal) to make a judgement, against the curriculum, to gauge where is student 'at'.

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Using a variety of evidence (formal and informal) to make a judgement, against the curriculum, to gauge where is student 'at'.

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Moderation of decided x numbers of work, against curriculum levels or exemplars

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Moderation of decided x numbers of work, against curriculum levels or exemplars

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Success criteria, exemplars, matching up with desired LI, active reflection and feedback / feeding forward to set up new LI and SC

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Success criteria, exemplars, matching up with desired LI, active reflection and feedback / feeding forward to set up new LI and SC

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Ensure the evidence is reliable and substantial. Eg: Make sure you have enough evidence for each student. Make sure you have the same (as much as possible) amount of evidence for each student.

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Ensure the evidence is reliable and substantial. Eg: Make sure you have enough evidence for each student. Make sure you have the same (as much as possible) amount of evidence for each student.

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Know what students need to know next to progress in their learning

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Know what students need to know next to progress in their learning

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Staff using similar criteria should be able to come to similar conclusions about student work with reference to exemplars

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Online exemplars of work according to curriculum levels

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Online exemplars of work according to curriculum levels

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By looking for themes as opposed to results.. ie: realising that at times students have bad days.

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By looking for themes as opposed to results.. ie: realising that at times students have bad days.

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To find out if the student has a clear understand of what is been taught.

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To find out if the student has a clear understand of what is been taught.

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Use the NZ curriculum, moderate, use exemplars.

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Use the NZ curriculum, moderate, use exemplars.

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Evaluation - what could have been taught/done better?

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Evaluation - what could have been taught/done better?

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Teacher-to-[eer
Peer-to-teacher
Student-to-student
Teacher-to-teacher

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formative, summative, diagnostic

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create learning pathways and set learning goals

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create learning pathways and set learning goals

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Using various pieces of evidence to make an assessment.

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Using various pieces of evidence to make an assessment.

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By being specific about what you are assessing.

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Work books, work handed in. understanding of class work and class discussions, one on one chats.

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Work books, work handed in. understanding of class work and class discussions, one on one chats.