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Strengths and Weaknesses of child
Dispositions
Where they sit according to the curriculum
Setting goals and next steps

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Entry check assessment

RR

JAM

Probe

E-Asttle

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Exhibiting, presenting work.
To inform parents and students of progress.

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Graphs
Heat Maps
E-asTTle, STAR,
Standardised testing
ARB's
Informal and formal assessment
Self and Peer assessment

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To check effectiveness of our teaching practices.
To check child progress and identify next steps.

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To inform students and parents of achievement

To celebrate success

A record of learning throughout their time at school

To inform the Board, outside agencies

To access support

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To evaluate teacher effectiveness

To evaluate children's learning

To identify gaps in learning

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Identify areas in which to help students.
Self-reflection, peer reflection, marking written work, checklists. Check against learning intentions.

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Evidence of children's work

Checking in and looking at work

Talking with children

All forms of evidence, either formal or informal

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To inform students, parents and SLT on student progress
To provide information to high schools
To inform MOE

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To identify progress
Make comparisons
To provide evidence for feedback
To celebrate learning/progress
To inform
To be reflective on practice
To provide SLT with data to report

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Document coverage
Accountability - evidence that teaching and learning has taken place
To support feedback to parents
For reference points
To support moderation
To support learning
To support Teacher Registration

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Anecdotal notes
Pre and post testing
Tracking and assessment document
NZCER website
Student voice - google form, PMI, Continuums, Komodo

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Photograph/record work as a record of what students have produced. Aid to memory and provides evidence of how students have achieved learning intentions. Accountability. Selectivity in choosing what to document?

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To work out where children are at and next steps

Daily check ins

Doesn't have to be formalised

To inform own planning.

Evaluates effectiveness of teaching

Formative assessment

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To provide next steps for students and inform of their progress
To support planning
Proportionally larger as ongoing and regularly monitoring
Monitor for curriculum accountability and coverage

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Observation
Questioning
Quizzes
Homework and classwork
Formal and informal assessment
Written feedback in books
Peer evaluation
Teacher conversations
Contribution to class discussions

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Checking that material has been understood - vocab, skills. Observation, conversation, feedback in real time to see that students are on the right track

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Formal written to parents
Informal reporting to parents, students

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Continual teacher, peer and self anecdotal evidence to inform the ongoing teaching and learning.

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Communication with teachers
Learning over time
Legally required
Transmission of knowledge to the next teacher
Monitoring progress
Transparent and concrete
Identify strengths and weaknesses
Inform teaching practice

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To inform parents of their child's progress.
To inform outside agencies.
To MoE
Transparencies
Stake-holders

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Informal Observation
Quizzes
Marking
Check-ins
Conferencing
Exit Tickets
Rubric

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Google tools
Evidence in books etc

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OTJ's
Assessment tools as required

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PATs
e-asTTle
Probe
Pre-post test
Formal and informal assessments
Screening - Schonell, The Code