Assessment+&+Reporting

flat =Reporting on Student Achievement to Parents= Formal reporting processes to parents consist of two levels: oral reporting and written reporting on goals. There are two oral reporting sessions and two written reports:

Oral reporting

 * The first oral report involves the student, the parents and the teacher. The student talks about their goals for the first two terms of the year and accomplishments to date and the teacher discusses achievement, future directions as well as competencies and general involvement in school. Parents are advised as to how they can help their children at home. The parent will take home a goal sheet with the goals listed and ideas written about how they can help their child at home.


 * The second oral report is a student led conference where the student runs the conference: reporting on goal accomplishments, demonstrating achievement accomplishments and identifying future learning directions. Parents ask questions of their child and the teachers, and the teacher can both prompt the student and provide further information if necessary. The parent will take home a goal sheet with the goals for the last two terms of the year listed, and ideas written about how they can help their child at home.

Written Reporting
Written reporting in line with national standards – see
 * A mid year written report
 * An end of year written report
 * Written goal sheets

=Reporting to the Board of Trustees=

The school community will be informed of student achievement across the school through evening information meetings with the BOT and through news letters and flyers. Results of all review and achievement reports will be on display in the office foyer and available to parents and visitors of the school. The MOE will be advised of target groups and achievement goals at the beginning of each year and informed of the results of these along with the Annual Report due 31st May each year.

Reading Probe Writing Asttle Spelling Maori & Pacifica Achievement ||=  ||= * Numeracy Stages Asttle Maori & Pacifica Acheivement ||=  ||= * Curriculum Audits ||=  ||= * - from previous year Current Year Targets to MOE - (Charter) ||= * - Special Needs - Gifted & Talented ||=  ||= * ||=   ||= * ||
 * ====**Curriculum Area**==== ||= ====**Term 1**==== ||= ====**Term 2**==== ||= ====**Term 3**==== ||= ====**Term 4**==== ||
 * **Literacy (N.S)**
 * **Mathematics (N.S)**
 * **Mathematics (N.S)**
 * **Mathematics (N.S)**
 * **Mathematics (N.S)**
 * **Mathematics (N.S)**
 * **Mathematics (N.S)**
 * **Mathematics (N.S)**
 * Specific Curriculum Reviews
 * Specific Curriculum Reviews
 * Specific Curriculum Reviews
 * Specific Curriculum Reviews
 * Specific Curriculum Reviews
 * Target Results to MOE & BOT
 * Target Results to MOE & BOT
 * Target Results to MOE & BOT
 * School Action Plan Curriculum Reviews
 * School Action Plan Curriculum Reviews

=Assessment= Teachers are expected to use a range of formal and informal methods to monitor students’ progress against learning intentions, success criteria and / or learning and assessment indicators. Assessment which enhances learning is of paramount importance. Student achievement will be assessed in relation to the NZC Curriculum Achievement Levels (national standards). Teachers will use a range of standardized tests and over all teacher judgments to establish whether a student is achieving at, above, below or well below the year related expectation in reading writing and maths.

Assessment of student achievement in the classroom includes:

 * **Formative Assessment** which provides on-going feedback to students about their current achievement and the next steps needed towards desired attainment, refined to the point where students are able to complete this with independence.


 * **Summative Assessment** required school wide, for tracking student progress and reporting to the BOT, the community, to MOE, to parents and students.


 * **Diagnostic Assessment** to assist in the identification of learning needs.


 * **Student Self Assessment** to promote meta-cognition in the form of critical thinking, leading students into analysing their achievement and monitoring their progress against specified standards (success criteria.) This is supported by the use of exemplars and other samples of good work.


 * **Peer Assessment** which promotes meta-cognition in the form of critical thinking and involves the monitoring of progress against specific indicators or success criteria. This is supported by the use of exemplars and other samples of good work. Peer assessment also assists with the development of social and co-operative skills.


 * **Teacher Observational Assessment** in which progress and strengths are recognised, difficulties are diagnosed and strategies to overcome them planned.

=Methods of Assessment=

Formative assessment
Teaching and learning strategies will be used in classrooms across the curriculum. Evidence of this in classrooms will include:
 * Main learning intentions displayed.
 * Students having their own learning intentions specific to their own learning needs recorded and accessible to them. Success criteria displayed.
 * Students having access to learning matrices (in their own books, learning journal, on a card on the classroom wall…… etc). Examples of the standards of work required accessible for students to refer to.
 * Plenary sessions held regularly.
 * Students knowing, and so being able to describe, what they are learning, why it is being learned and how they will recognise when it has been achieved.
 * Small group or individual conferencing taking place.
 * Students involved in self and peer assessment.
 * Students keeping a learning journal in which to document their learning progress with the use of these be integrated across the curriculum.
 * Students involved in dialogue with the teacher and with other students about their learning.
 * Systems in place where feedback is captured and can then be used by students and teachers in future lessons. This may be in the form of a written summary in the appropriate student work book, learning journal or on a conference sheet, a group chart etc.
 * Teachers to have a system of tracking students’ achievement over time.

Diagnostic information

 * Completed in reading, writing, spelling, and maths and the results analysed to inform future learning programmes.

Summative Data

 * Most summative data will be used diagnostically to inform the development of learning programmes for future planning. This information will be used to inform the BOT about progress and achievement in the school.

=Assessment Tools= Assessment tools can include:
 * SEA Record of oral language || Running Records || Writing conference sheets || Moderated writing sample || IEP’s ||
 * Star Reading || Probe || Observation survey (6yr) || Observation Checklists || Work Samples ||
 * Peer and self review || Target identification || Anecdotal notes || Target setting || Numeracy stages (Numpa) ||
 * Numeracy: GLOSS BURT || Conferencing || Identified curriculum audits and reviews || AsTTle Reading/Writing/Maths || Numeracy Snap Shots ||
 * Parent contact ||  ||   ||   ||   ||

Procedures

 * Anecdotal Recordings to be placed into Classroom Manager on student profile sheets in an ongoing way
 * Paper based assessment information to be collated into one ring binder per teacher. Reading and numeracy assessment may be in separate folders.
 * Assessment will be done for the whole class, for small groups as well as for individual students.
 * E asTTle to be used for small groups as a part of the learning process in addition to the collection of beginning and end of year achievement data.
 * Groups of children (for reading, writing and maths) will be varied and changing due to the nature of learning. Class lists and small group lists can be computer generated and thus easily changed according to need.
 * IEP’s will reflect assessment requirements and outcomes for students with special needs
 * Assessment of gifted and talented students will reflect their specific learning intentions and success criteria, and recorded in the teacher’s assessment folder as with other groups of students. Records also to be filed in students LJ’s.
 * Assessment for students in Literacy who attend the ELL class will be completed by the ELL teacher and communicated regularly to the classroom teacher.
 * Samples of Work: A clear file for each student will be used to place analysed samples of work, in varying areas of the curriculum. The file will contain evidence of achievement that cannot be shown electronically. This file will be known as the Learning Journal.
 * The learning file or journal will contain self assessment and reflections. This file follows the student through the school.
 * 6 year nets completed after 6 weeks at school. Students will be retested when they turn 6 for gap identification as well as to measure progress made. (2015)
 * Asttle Writing - completed by all students except for those having been at school for less than 10 weeks. (2015)

=Learning Journals / E- Journals (Currently under Review October 2011) = Learning Journals are clear files that accompany students as they move through Forrest Hill School. They document the learning and achievement that has been made year by year. E-Journals are CD’s that IT work is stored on and that also documents the learning and achievement that has been made year by year.

Learning Journal entries will be made by the students, mostly in the form of learning goals, reflections on their learning accomplishments and the next steps to be taken to continue the learning. Learning Journals will contain student voice, teacher voice and parent voice. They will contain assessment evidence such as assessment papers and individual learning pathways all of which will be used formatively by the student. The Learning Journal is a place where evidence of learning should be available to match a student’s / teacher reflection or assessment. This evidence can be photocopied from the student’s work book or photographed from a learning outcome or of the process that has been used. Students will be able to use their Learning Journal and E- Journal when conducting their reporting to their parents.

Students can record ICT work onto an ‘E – Journal’. The E-Journal will be in the form of a personalised CD. Entries can be in the form of voice recording, word processing, photo, video or the use of multimedia. Scanned / printed or photocopied evidence of work from the E-Journal can still be placed into the clear file Learning Journal if appropriate. Students will have their own personal file on the school’s net work in which their IT work in progress will be saved. On completion of the work it will then be saved onto their personal CD and deleted from the server. This may be a once a term job or done throughout each term. A student’s E – Journal CD will be kept by the teacher at all times and will be passed from class to class along with the Learning Journal.

At the end of year 2 and 4, students will begin a new learning journal folder and have a new CD as it is estimated that one clear file / CD will do two years. Over the six years at Forrest Hill School students will have completed three learning journal books. At the end of year 6 students will take all three learning journals home. They will show the learning progress that has taken place for that one child.

The following are minimum requirements for each teacher in facilitating the use of the learning journal:
 * 1 x student generated reflective comment relating to the LI / SC each term in each of reading, writing, hand writing and numeracy / maths
 * 1 x student generated reflective comment at the conclusion of each context relating to the LI / SC, in all other wider curriculum areas.
 * Teachers enter comments of their own which may be in the form of confirmation of student self assessment or a feed forward statement. The teachers comment will be made in collaboration with the student and be related to the LI /SC

There will be end of year evaluative meetings particularly in the formative years of the Learning Journal to examine the role of the Learning Journal, the ways that individual teachers have managed the Learning Journal and they way students have used the journal.