Assessment capable students supported by an assessment capable system.

Assessment capable students supported by an assessment capable system

Standards – the international context

In some countries we see assessment divorced from teaching and learning.

There can be a tension between accountability and assessment for learning

Government Commitment and Policy

“The Education (National Standards) Amendment Bill gives the

Minister of Education the power to set national standards in

literacy and numeracy…..

…National standards will be set in literacy and numeracy; (ii)

every primary and intermediate student will be assessed regularly

against the national standards; and (iii) every primary and

intermediate school will report to parents in plain English about

how their child is doing compared to national standards and

compared to other children their age.. ….

….I want to stress to all involved that this legislation only gives

me the power to set the standards.” Anne Tolley, 2008

NAG2aWhere a school has students enrolled in years 1-8, the board of trustees, with the principal and teaching

staff, is required to use National Standards to:

(a) report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year;

(b) report school-level data in the board’s annual report on National Standards under three headings:school strengths and identified areas for improvement; the basis for identifying areas for improvement; and planned actions for lifting achievement.

(c) report in the board’s annual report on:the numbers and proportions of students at, above, below or well below the standards,

including by Māori, Pasifika and by gender (where this does not breach an individual’s privacy); and

how students are progressing against the standards as well as how they are achieving.These requirements do not apply to boards of trustees that are working towards

implementing Te Marautanga o Aotearoa until 2 February 2011.

For the avoidance of doubt, the first annual report to which subclauses (b) and (c) apply is that which reports on the 2011 school year, except for boards of trustees that are working towards implementing Te Marautanga o Aotearoa when the relevant report is that which reports on the 2012 school year.

Assessment capable students support by an assessment capable system…

Learning through inquiry, decision making, adaptation and transformation.

The right tool for the job, at the right time.

Norm, Criterion and Standards Referenced

Norm referencing versus Criterion Referencing

Feature Norm Referencing Criterion referencing

Comparison Compares student performance in relation to a particular group

Compares student performance against a set “standard” (defined by criteria)

Judgement Students are ranked against each other to establish their mark (scaling is often used to ensure a normal distribution)

Students are compared against the standard to establish their mark (the number of students above or below the standard is not important)

Insight Student performance can only be assessed against the current test

Student performance can also be assessed against the standard above or below

Standards referenced

Examples Descriptions

Assessment Tools

Tacit Knowledge

Multi-dimensionality

Descriptors, examples, assessment and knowledge

Alignment of toolsPercentages at Different Reporting Bands Depending on Comprehension

Scale Score (Area Graph)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2 6 10 14 18 22 26 30 34 38 42 46 50 54 58 62

Comprehension Scale Score

Per

cen

tage

Well below Below At Above

Percentage At or Above NS in Reading

Standard PAT:Comprehension STAR e-asTTle

After 3 years 50%

End of year 4 58% 52% 67%

End of Year 5 68% 67% 65%

End of Year 6 70% 77% 59%

End of Year 7 44% 44% 52%

End of Year 8 58% 44% 46%

Overall Teacher Judgement

Our implementation must support practice that works towards a pedagogy of repertoire rather than a recipe

and prescription

“……the most powerful means of developing professional competence in assessment”Cambridge Primary Review, 2009

Moderation……..

Transition Matrix

Band

Shi

ft

Year

4

Year

5

Year

6

Year

7

Year

8

7 4 5 2 5

15% 8% 11% 4% 9%

9 11 7 6 9

19% 22% 15% 13% 17%

20 24 23 25 22

42% 48% 50% 54% 41%

11 11 10 13 16

23% 22% 22% 28% 30%

1 0 1 0 2

2% 0% 2% 0% 4%

Total 48 50 46 46 54

-2+

-1

0

2+

1

Year 5 Cohort Progress and AchievementTotal 84

15 18% Ab 2 7 632 38% At 1 12 16 326 31% Be 7 13 5 111 13% WB 6 4 1

End WB Be At AbYear 4 Total 84 14 31 29 102010 17% 37% 35% 12%

End

Year

5

2011