Tairangi School Procedure Statement
ASSESSMENT NAG 1 Curriculum
NAG 2 Self Review
The following procedures will be followed by the school:
- The school assessment system will be manageable as well as regularly and efficiently undertaken so that it leads towards successful teaching programmes that establish the needs of students and identify learning barriers.
- Assessment will build up a picture of what the learner can do and what needs they have. It will be used to establish the particular point the learner is at in the learning process and will be a stepping point to plan further programmes.
- Assessment will become the link between learning and planning.
- Assessment will be used to organise activities and programmes, to check their effectiveness and assist in providing new learning outcomes and subsequent teaching.
- An assessment timetable will be followed throughout the year. Assessment will be at set regular intervals that are manageable for both the teachers and students.
- Teachers will collect information through a variety of methods, both formal and informal. These will include:
NumPA – Use of the numeracy diagnostic interview for students who are
new to the school.
Use of snapshots in addition/subtraction, multiplication/division,
Basic Facts tests (completed termly)
Modelling books to collect information about groups/individuals
Use of self and peer assessment
Anecdotal and lesson evaluation material
Strand assessments in Statistics, Geometry, Measurement and Algebra
PAT Mathematics Test – completed in term 4 to provide summative and
formative data for the next year.
Junior Assessment in Mathematics assessment tool for the junior
Use of OTJ’s (Overall teacher judgements) to establish their curriculum
Running records in the junior syndicate
PM Reading assessment for year 1 to year 3 students
Wedge graph information for the junior syndicate
SEA - Baseline data for new entrants after being in school for two weeks
6 year net
Reading Recovery monitoring – for those students who have been on
Probe Reading Test – for year 4 – 8 students
STAR Reading Test – for year 3 – 8 students
Use of OTJ’s to establish their curriculum level
Day to day observations and anecdotal evidence written in evaluations
Peer and self assessment
E-asttle writing for year 1 – 8
Writing Exemplars can be used to assess those students who have special
needs in writing
Use of OTJ’s to establish their curriculum level
Spelling – Essential words lists for new entrant to year 3
Daniels and Diack for years 3 – 6
Peters for years 7 - 8
Those students for whom English is a second language can be assessed
using the ELLP assessment.
- New Students to Tairangi School
When students first arrive from another school they are given a numeracy diagnostic interview, basic facts test, a probe reading test and a writing sample is collected. This data is discussed with the parents at a meeting approximately two weeks after the student arrives.
- Student’s achievement will be discussed with the students and parents at regular intervals throughout the year with achievement data being reported against the National Standards in two written reports.
- The method of collecting material will be common to each area in the school wherever possible.
- Assessment data will be recorded in the teacher’s monitoring folders. Selected assessment items will be placed in student individual achievement folders and will build up a cumulative picture of a child’s achievement as he/she moves through the school. The achievement folder will be presented to each child as they exit the school. (Any published test materials such as Probe, STAR tests, Snapshot tests will need to be removed)
- Records will be readily available for discussion with parents/caregivers and other teachers where appropriate.
- Methods of assessment will be non-threatening to the student and feedback will be positive and criticism will be constructive where appropriate.
- Data will be analysed and interpreted by all staff. Achievement data will be reported to the Board of Trustees after assessments have been carried out.
- Planning will include learning outcomes against which the achievements of the learner can be measured.
Updated May 2012
PERSONAL ACHIEVEMENT FOLDER
- Pocket 1 - Enrolment Information/Enrolment Form
- Pocket 2 - Assessment Summary Sheet
- Pocket 3 – School Entry Test/ 6 Year Nett
- Pocket 4 – Reading Recovery
- Pocket 5 – PM/Probe Graph – Latest Running Record for each year
- Pocket 6 – STAR Test – Latest one for each year
- Pocket 7 – Writing Sample – Asttle (Junior)
- Pocket 8 – Writing Sample – Asttle (Middle)
- Pocket 9 – Writing Sample – Asttle (Senior)
- Pocket 10 – Spelling Tests
- Pocket 11 – Handwriting Sample – One for each year
- Pocket 12– PAT Maths – One for each year
- Pocket 13 – Numeracy Diagnostic Survey
- Pocket 14 – Numeracy Snapshots (end of year for each domain)
- Pocket 15 – Basic Facts (latest test for each year)
- Pocket 16 - IKAN Sheet on Place Value (now obsolete)
- Pocket 17 - Strand Maths – Statistics
- Pocket 18 - Strand Maths – Measurement
- Pocket 19 - Strand Maths – Geometry
- Pocket 20 - Strand Maths – Algebra
- Pocket 21 – Art Sample (one for each year)
- Pocket 22 – Health (Junior Syndicate)
- Pocket 23 – Health (Middle Syndicate)
- Pocket 24 – Health (Senior Syndicate)
- Pocket 25 – Science (Junior Syndicate)
- Pocket 26 – Science (Middle Syndicate)
- Pocket 27 – Science (Senior Syndicate)
- Pocket 28 – Social Studies (Junior Syndicate)
- Pocket 29 – Social Studies (Middle Syndicate)
- Pocket 30 – Social Studies (Senior Syndicate)
- Pocket 31 – Technology (Junior Syndicate)
- Pocket 32 – Technology (Middle Syndicate)
- Pocket 33 – Technology (Senior Syndicate)
- Pocket 34 – Parent Interview Sheet
- Pocket 35 – End of Year Report
- Pocket 36 - ESOL Assessment Information
- End Pockets – Additional Information from previous schools
(Start from the back)
File:assessment12.doc Procedure Statement - Assessment