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Schools had a large bank of assessment tools available in hard copy and electronic form, so teachers could choose those most appropriate for individual students. Examples of Good Practice Over the course of the Early Intervention Project, we have developed a vision of good early intervention. Together, these guidance documents set out the GMC’s advice to doctors involved in research. Along with a formal interview and three written reports, parents were invited to a hui each term. Boards of trustees were given detailed information to help them review achievement targets, and to inform their decision making about future resourcing and direction. Teachers analysed student achievement information thoroughly, including the identification of gender and ethnicity trends. A variety of consultative methods, including hui, face-to-face conversations, questionnaires and interviews was used to discover the views of the Māori whānau and the community. Good practice and case studies examples. The principal was responsible for assessment and ensured that: In the three previous years teachers had undertaken professional development focused specifically on assessment, such as helping students to describe their intended learning in simple language, based on achievement information. An effective three‑way learning partnership among student-school-community occurs when all parties are fully informed about achievements and progress. They often developed detailed manuals on the assessment practices to be used in schools. They provided written and oral reports, and conducted parent-teacher-student conferences, where good quality, relevant and comprehensive information about students’ progress, achievement and learning was shared. These systems made the collection and analysis of data manageable, and gave teachers a chance to plan time management in advance. Students were kept well informed about how to be involved in assessment in whole class and in group situations. Shared facilities and toilets. In evaluating how effectively schools had developed and implemented an integrated school-wide approach to assessment, ERO used the following indicators. The portfolio included a well-organised sample of assessments and student work, including results such as SEA, Six-Year Diagnostic Surveys, and NumPA. In one rural school, the three-way reporting conferences involving students, parents and teachers were particularly useful in establishing an effective partnership with family or whānau and school to promote learning. Good practice – engaging with young people; Specialised services; Clinical Commissioning Groups (CCGs) NHS trusts; Primary care. Students were involved in a range of self-assessment strategies. Well-structured planning and assessment systems helped teachers to link achievement information directly to the identified learning priorities for each student and to overall school priorities for achievement. He was on the subcommitte to develop comprehensive charter goals for Māori students and ensured that analysed assessment data were gathered and presented to the board of trustees. This transparent reporting process included teacher judgements, backed up with a range of relevant assessment tasks, and data that were annotated by teachers. In the previous three years teachers had undertaken professional development in Assessment to Learn (AtoL). Students also had the opportunity to give their peers constructive feedback. Information on students’ progress and development is also necessary. The following sections highlight, through discussion and specific examples, key aspects of good practice in primary school assessment. Good medical practice in action is a set of interactive scenarios in which you can follow a patient on his or her journey and decide what the doctor should do at crucial points in the process. Student achievement linked to expected learning outcomes, and reflections on teaching practice were analysed in programme planning and evaluation processes. Homework sheets had a note to parents about their children’s learning progress. Expectations for learning were clearly stated. Parents were informed of the school’s assessment processes. In the past three years teachers had had professional development in the Numeracy Project and NumPA to ensure programmes and assessment strategies were implemented consistently across the school. Students were to maintain progress in STAR for comprehension, in the non-fiction component of asTTle, and in mathematics to improve basic fact knowledge and accuracy.The school had developed clear expectations for student achievement, and learning expectations were well stated at charter level. You will find more detailed information on relevant policy areas in the PDF below. Teaching and resourcing decisions were made on the basis of good comparable assessment data and the board of trustees was well informed about assessment practice and its implications. Please review the extent to which you have successfully implemented the guidance across your wards and departments. Ongoing assessment in all areas helped teachers and students to clarify needs, and this information was used to determine future learning pathways. Boards of trustees had developed close relationships with the Māori community, who were involved in establishing processes to improve the achievement of Māori students. Parent-teacher-student interviews were an effective forum for sharing good quality information about achievements and progress. The findings are structured under the following headings. developed a shared understanding of assessment and this was expressed in a detailed student achievement manual that included sound policy and procedural statements for curriculum delivery, assessment, school expectations and evaluation; established clear links between the school-wide approach for collecting achievement data and the annual achievement targets; consistently implemented systematic and manageable assessment practices to identify and address student needs; viewed guiding documents as ‘living documents’, that were reviewed, rationalised and improved in light of new information; made effective use of the well-documented expectations for achievement at class levels, to collect appropriate and relevant data about individuals and groups of students; and. They identified the strategies in which students had strengths and where they required further support. Thanks to a thorough peer-review process, we are happy to present to you a selection of Good Practice examples with the aim of increasing access for all European citizens to literacy provision. The board of trustees was aware of the importance and value of achievement information and this was used to inform planning for staffing and resources. Schools gave students and their parents useful and relevant assessment information, and actively sought parents’ views and knowledge about their children. (This trick works because practice is a noun, just like the words preparation and lessons.) All staff contributed to the development and refinement of the school’s written guidelines, which outlined the expectations for the administration, marking and checking of assessments at each year level. Students were confident in using teacher feedback in their books to identify what they would focus on next. They must all be applied to obtain effective and reliable control. Let us know if this is OK. We’ll use a cookie to save your choice. In one urban school, targeted literacy support was given to students with low SEA scores. Some assessments, such as in physical education, related to students’ skill acquisition in a specific sport. Specialist assessments were also used. Good Practice Examples. Each year curriculum areas were selected as targets to improve student achievement. This collaborative direction-setting was part of an inquiry approach to teaching and learning. We’d also like to use analytics cookies. In one urban primary school, all students were tested regularly in key aspects of the curriculum using a range of assessment tools, as appropriate and relevant, including the Numeracy Project Assessment (NumPA), Assessment Tools for Teaching and Learning (asTTle), and samples of students’ work. The following sections discuss how schools have developed good practices across these key aspects, and present some of the important features of good practice. Students kept individual assessment folders to track their academic progress. These included cumulative record cards, standardised tests and samples of information to be collected in students’ individual portfolios. Ministry of Education. In 2005 and 2006 all teachers undertook professional development on formative assessment and learning pathways. This assessment information was comprehensive at all levels of the school. In one semi-rural school, there was a school-wide system for planning and recording student achievement from all areas of the curriculum. Robust processes were established for consultation and reporting to the Māori community. Student portfolios showed achievements and efforts of students. At 18 listed companies, shareholders voted against the pay package proposals made by their boards. 30 were Māori. Examples of Good Practice in Nutritional Care ; BAPEN Service Improvement and Innovation Awards Reporting student achievement information to the community. Good practice – engaging with young people; Specialised services; Clinical Commissioning Groups (CCGs) NHS trusts; Primary care. The school recognised the need for face-to-face communication as a means of effective dialogue. Student involvement in personal goal setting was a well-established, school-wide practice. Teachers used a range of locally developed and nationally referenced assessment tools to increase their knowledge of students’ achievement. They were aware of why assessment activities were conducted and what the results meant for their children. The requirements for the student portfolios were clearly set out and these valuable records were consistent across the school. Families participated in celebrations of student achievement. Strategies, such as in-class support or individualised programmes, supported students that were experiencing difficulty. Through careful interpretation of their assessment information, either on their own or with teacher guidance, students can identify what they need to focus on next. In middle and senior syndicates, the 2006 targets were to improve student achievement in literacy and mathematics. Students regularly received ongoing, targeted oral and written feedback focused on their identified learning priorities. Teachers monitored interventions and modified programmes to meet the students’ needs and to inform exit time decisions, as required. Students had opportunities to reflect on their goals both informally and formally, with some teachers providing time during the class programme for discussion and additional curriculum support for students toward their specific goals. Find a collection of Good Practices in raising literacy right here. By highlighting the benchmarks as they were achieved, teachers and students were actively involved in creating a visual record of achievement. Interventions and student achievement were monitored over time to ensure groups of students who were underachieving were showing improvement and therefore taken out of the withdrawal programmes. Family or whānau and school communication occurred on a daily basis for students of concern. Teaching activities should not be separate from the assessment activities or from teachers’ knowledge of their students’ interests, needs and abilities. In one urban school, teachers adapted student reports to show the achievements of specific groups, such as new entrants. Teachers regularly reviewed programmes to identify and address any lack of student progress and achievement. They also used simple rubrics and comparative exemplars to determine future learning. Each year information from past teachers contributed to the overall knowledge about individual students. Ongoing training and discussion, using benchmarking such as exemplars, further maintained moderation. Assessment, teaching and learning are interdependent. FRC guidance on good governance for remuneration addresses an area that has been controversial in the UK for some years. This consistent school-wide approach meant the school collected rich data that accurately identified individual student achievement and progress in relation to the levels of the national curriculum. Teachers collected, analysed and annotated samples of work, and assessments were stored in individual profiles for all essential learning areas. They knew and understood the criteria they were being assessed against and they were encouraged to reflect on their work and assessments when developing new goals. See CamelCase naming of variables. Each syndicate collated and analysed data and presented a report and a variance report against school targets for the principal, who in turn prepared a report for the board of trustees and a variance report for the Ministry of Education. The resulting records of learning, such as student portfolios, gave a clear and comprehensive picture of student achievement across the curriculum. Students requiring extension and enrichment were also identified, well monitored and appropriately challenged in their learning through targeted classroom programmes or interventions. Specific targets were set for each year level related to school and national exemplars and included in the annual plan. "Since qualifying as a nursing associate in December 2018, I have been employed in the emergency department of a busy city hospital. Unit plans across curriculum were strangely inclusive of te reo me o ngā tikanga. Students showed a growing awareness of involvement in their own learning, and staff developed their understanding and use of formative feedback to aid this. Teachers helped students to interpret the self-assessment data. A key characteristic of these schools was the purposeful and meaningful consultation with parents about assessment processes and how they received information about their children. Written reports and sample books that included exemplar comparisons further complemented these valuable sharing opportunities. Specific charter goals were developed for Māori students in consultation with the Māori community. Teachers were involved in professional development in collection and use of assessment across the curriculum. The idea is that with proper processes, checks, and testing, a desired outcome can be delivered with fewer problems and unforeseen complications. These meetings also provided an opportunity for detailed feedback about student achievement. We use this information to improve our site. Schools collected information using a wide range of nationally referenced and school-developed assessment tools including: In one urban school, electronic and print samples of each student’s work were compared with national exemplars. implemented processes to strengthen assessment consistency and judgements. Update a laboratory notebook with only abbreviated details. In one urban school the analysis of achievement information was cross-referenced, where appropriate, to national exemplars. Students knew about assessment processes. Vern Pitt reports on some of the homes held up as examples to follow As part of a bid to make savings, the Department of Health recently … Teachers had effective informal and formal strategies for ensuring parents were informed about their child’s progress and achievement. Three of the four began within the past three years, with all of them being actions by Parties at the national level. School-wide achievement data are key sources of information for schools in reviewing the effectiveness of their programme planning for the future, and making resourcing decisions. Year level cohort achievement data were kept in a cumulative folder that syndicates used to set priorities for achievement for the next year, based on the current year’s data and the information from previous years. The teachers could analyse the information to develop a useful picture of the progress of individuals and of groups of students. Often, you will revisit a project to review … Detailed analysis of variance monitored the effectiveness of teaching and programmes and adjustments were made where low achievement was identified. Everyone who submitted an example of Good Practice. This section gathers examples of work which builds on the PTMF and how it informs and influences practice. UN DESA hosted the online event "Good Practices on SDG Implementation - Inspiring Examples to Drive Change" on 2 December, 2020, from 9AM to 10AM (EST). Students had high quality learning discussions with their teachers, who provided oral and written feedback. Our advice for clinicians on the coronavirus is here. We learn not to make the same mistakes again.”. When students are well informed about their own progress they are better equipped to make good decisions for future learning. Teachers discussed with parents how they could help their child and what the child’s next learning step was in each curriculum area. The principal and senior managers kept the board fully informed of student achievement, especially in literacy and numeracy. Their feedback was valued and a recent survey sought parental opinion about the quality and content of the written reports. In evaluating how effectively schools had developed and implemented an integrated school-wide approach to assessment… teachers had agreed which assessment models to use and when assessment would take place; teachers were knowledgeable about good practice, what quality looked like and how best to achieve it; assessment processes were well linked to school targets and educational priorities; assessment data provided useful information about the achievement of individual students and groups of students; and. The National Administration Guidelines 1 state that each board of trustees, with the principal and teaching staff, is required to: Report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups, including the achievement of Māori students against (agreed) plans and targets. The information shows school managers and trustees how well the school is meeting the learning needs of all students. The staff in one small rural school had been involved in a major professional development initiative, Reporting, Analysis, Planning and Use of Student Achievement Data, (RAPU project), with the Ministry of Education. In all classes, simply worded statements about students’ intended learning were prominently displayed, providing easy reference for students, all of whom regularly assessed their own progress towards these outcomes. Parents reported that portfolios had increased their understanding of, and involvement in, their child’s learning and achievement. concluding a lesson by revisiting expected outcomes and discussing students’ progress and understanding. Schools need good quality information on students’ achievements - gained through effective assessment practice - in order to make good quality day-to-day and long-term decisions for students. Tesla - Meet your customers where they’re at. The demonstration of students’ achievement and progress. assessment information was reported to parents, community and the board of trustees. Supplementary Tests of Achievement in Reading (STAR); systematic teacher observation reports and teachers’ knowledge of their students; Teachers analysed and interpreted student achievement information. Describing students’ intended learning in simply‑worded statements led to further statements that showed what the learning would look like when it was achieved. used data to provide feedback to students and identify their next learning steps. Two of the examples of good practices … Back to main index. Students in many classes, especially senior students, constructed with their teacher their own goals for learning together. Parents received good quality, relevant information that was helpful for supporting their child’s next learning steps. School-wide and classroom specific information was used to identify students with specific educational strengths and needs. Schools demonstrating good practice had clear guidelines and school-wide agreement about assessment practices across learning programmes. •The significance of good practice and quality first teaching in the SEND Code of Practice •What quality first teaching looks like •The need for policy which inspires ... •Pupils are clear what is expected – use of ‘WAGOLL’ – what a good one looks like – examples. Parents received a formative report with samples of work to show teacher judgements. Keep the code simple Through regular reviewing of this information, teachers had a sound knowledge of student achievement across the school and better understanding of their own role in improving overall student outcomes. These schools had documented their expectations and requirements for assessment. In one rural school, the use of national exemplars and involvement in professional development helped teachers to become increasingly consistent in their assessment judgements in all curriculum areas. The deputy principal had overall responsibility for assessment and over the past three years had analysed literacy and numeracy data school-wide, undertaken the training of staff in asTTle and the Numeracy Project, and organised the scheduling of assessments. In 2006, with 285 students on the roll 44 percent were New Zealand European/Pākehā, 41 percent Māori, 9 percent South East Asian and 6 percent were of Pacific background. Trustees used information about students’ achievement for making policy, and in strategic planning and resourcing. This information included sheets of benchmarks where the outcomes achieved by students had been highlighted. These valuable meetings promoted strong partnerships in learning between the school and students’ families or whānau, by allowing teachers, students and parents to participate in discussions about progress, achievement, and to set future goals. They had developed tools to assess student progress and achievement in all curriculum areas, not just literacy and numeracy. Specific learning needs for individuals and groups of students were identified and planned for. Click here to read more about how this has been informed by evidence, workshops, and focus groups. Achievement or progress in students’ skills, knowledge, or understanding in other curriculum areas, were often assessed against simply worded statements about the intended learning, that had been developed by teachers with their students. Where ERO found good practice, teachers did not rely on single sources of information, or single assessment activities to determine student progress or achievement. 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