1.4 NAG 1.4 Assessment Overview

Updated: 9.8.2018

P & P No: 1.4

Important Note: This document is currently being reworked extensively, please see the Curriculum Leader for more information.

The intention is to work together as a staff to make clear, robust links between teacher actions, school documentation and Ministry of Education requirements in such a way as to embed the key steps of “Teaching as Inquiry” into the culture and operations of the school.

This has become necessary as a response to the advent of the NZC, National Standards and benchmarking, and Narrative Assessment. The process will involve work loosely indicated by the lists below.

Teaching as Inquiry

  1. Focusing inquiry:
    1. What is important (and therefore worth spending time on) given where my students are at?
    2. Student success: what the student knows that can be built on to generate new skills, knowledge or attitudes
    3. This info also sets the direction for the next steps learning.
    4. assess
    5. History, baseline and direction Data
    6. Expanded Pathways
  2. Teaching Inquiry:
    1. What strategies (evidence based) are most likely to help my students learn this? A
    2. Learning intention is set and next steps that build the students knowledge, skills and attitudes
    3. plan
    4. Investigate
    5. Research
    6. Observe
    7. Hypothesize
  3. Teaching and learning
    1. teach
    2. Monitoring the process
  4. Learning Inquiry:
    1. What happened as a result of the teaching, and what are the implications for future teaching?
    2. Progress is summarised analysed and reported on in a formative clear and succinct manner. Info used in the next round of focusing inquiry
    3. Analyse and report
    4. Summarising the process and analysing the impact of the teaching and learning on the student

Review schedule: Within 3 years

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