RTC 11

Analyse and appropriately use assessment information, which has been gathered formally and informally 

i.      analyse assessment information to identify progress and ongoing learning needs of  ākonga ii.     use assessment information to give regular and ongoing feedback to guide and support further learning iii.   analyse assessment information to reflect on and evaluate the effectiveness of the teaching iv.    communicate assessment and achievement information to relevant members of the learning community

   v.  foster involvement of  whānau in the collection and use of information about the learning of ākonga 



24/07/15

As I reflect on my first official year as a beginning teacher, there have been so many valuable learning opportunities for me to grasp, pick apart, understand and how I can best develop effective teaching practices to better utilise and use assessment data gathered both formally and informally.

We are continuously told how important it is to not only analyse, but also utilise the assessment information gathered to it's full intention to maximise learning for all. 

A quote, by Rick Stiggins below explains the importance that assessment is not about just collecting data, it's important teachers use this data to inform their own instructional practise and how they can best teach to the certain needs. 

"Rick Stiggins suggests that educators replace their assessment of learning with a more balanced approach, using not only assessment of learning but also assessment for learning. That is, teachers should use assessment not only to actively and continuously measure a learner’s progress but also to acquire useful data to inform their own instructional practice (Stiggins, 2004)".
Mini article read from; http://www.education.com/reference/article/Ref_Using_Classroom/

Different Assessment Types to inform teacher of student and opportunities to inform my instructional teaching practise for next time/starting a unit. 

The image above shows;

- Analyses of assessment data, both pre and post. 

- Shows who needs extra support and scaffolding to continue development of understanding. 

- My evaluation as the kaiako and what I need to do to further support students now and after a unit is taught. 

- How I can strengthen my own teaching practise in a unit to ensure growth is seen across the board.