Practising Teacher Criteria #11

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

Key Indicators:
The teacher:

1. analyses assessment information to identify progress and ongoing learning needs of ākonga
   
2. uses assessment information to give regular and ongoing feedback to guide and support further
   learning
   
3. analyses assessment information to reflect on and evaluate the effectiveness of the teaching
   
4. communicates assessment and achievement information to relevant members of the learning
   community
   
5. fosters involvement of whānau in the collection and use of information about the learning of ākonga 
   

Reflective question: 

How do I gather and use assessment information in ways that advance the learning of my ākonga? 

I am continually gathering data on my students through formal and informal means. This year I have focused heavily on using formative assessment to monitor student progress. This is done through making notes in modelling books, taking photos of student work samples, and using Google Keep to make anecdotal notes about students. 

I also analyse formal assessment to identify hotspots and target areas. For example looking at the student writing samples in Term 3 I noticed that students were having difficulty applying punctuation. As a result, I designed a unit around punctuation. 

Where to Next?
My next aim is to try and involve students more in the assessment process. This will involve sharing assessment information with students and working with them to identify strengths and weaknesses and use this information to create goals.