Three of the four began within the past three years, with all of them being actions by Parties at the national level. (This trick works because practice is a noun, just like the words preparation and lessons.) In evaluating how well students used information about their achievement, ERO used the following indicators. They are … Assessment information demonstrated individual students’ achievements. Students were knowledgeable about the use of a range of assessment processes such as ‘I can…’ and ‘How did I go?’guidelines. Syndicates often discussed the implications of achievement data, seeking ways to improve achievement. Specific charter goals were developed for Māori students in consultation with the Māori community. Baseline data had been collected and used, as well as moderated across the school, to support teachers’ judgements. Reporting student achievement information to the community. Improving assessment practices had been a key focus of this project. Relationships between home and school were characterised by shared responsibility for student learning. Close. Trustees used information about students’ achievement for making policy, and in strategic planning and resourcing. Student achievements were referenced to national and local sources of achievement information. The webinar provided an opportunity to hear about exemplary SDG Good Practices, including their main achievements and how identified solutions could be scaled up to support the Decade of Action, including in light of the ongoing COVID-19 pandemic. The idea is that with proper processes, checks, and testing, a desired outcome can be delivered with fewer problems and unforeseen complications. Parent-teacher-student interviews were an effective forum for sharing good quality information about achievements and progress. Progress was identified in detailed cumulative records, sample books, workbooks and ‘I am learning to….’ monitoring cards. Back to main index. By highlighting the benchmarks as they were achieved, teachers and students were actively involved in creating a visual record of achievement. In one rural school, Māori parents and whānau had a range of ways to communicate and consult the school. For example a connection between physical lethargy and poor results in written language was identified in a group of low achieving boys in Years 2 to 5. Information on students’ achievement was used to identify and monitor groups of students who may have been of interest or concern. Good medical practice content. The principal and senior managers kept the board fully informed of student achievement, especially in literacy and numeracy. Homework sheets had a note to parents about their children’s learning progress. At the time of the evaluation, it was too early for ERO to assess the impact on written language results. Detailed analysis of variance monitored the effectiveness of teaching and programmes and adjustments were made where low achievement was identified. These were monitored regularly. These data informed the development of individual education plans for students funded under the Ongoing and Reviewable Resourcing Schemes (ORRS), individual action plans for students funded through the Special Education Grant (SEG), resource funding for English as a Second Language (ESL) students and reading recovery for six-year-olds. Teachers regularly evaluated and improved the effectiveness of reporting on students’ progress, based on feedback from parents. Students with special abilities were also given extension programmes. 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. Best Practice suggests that there is a technique, method, process, activity, incentive or reward that is more effective at delivering a particular outcome than any other. They work together and should not be thought of as discrete elements of good practice. These six key aspects overlap and complement each other. Using patient feedback of a good example of a surgery’s telephone message, we have explored with the medical practice how they came about changing the message and what they now have. Unit plans across curriculum were strangely inclusive of te reo me o ngā tikanga. These were supplemented by individual profiles that included samples of work and test results, which were sent home each term. Example: A variable for taking in weight as a parameter for a truck can be named TrkWeight or TruckWeightKilograms, with TruckWeightKilograms being the preferable one, since it is instantly recognisable. National exemplars in writing were used by teachers to develop a comprehensive writing matrix to demonstrate student achievement and progress in written language. Practice example about a research project to develop highly personalised, playful objects for people with advanced dementia Tackling loneliness and isolation. This assessment information was comprehensive at all levels of the school. The results were noted in computerised assessment records, regularly monitored, updated and referred to by teachers when planning the next steps in teaching and learning. Sound practice included: In one urban school, formative assessment was widely used in an inquiry process. Good practice in the control of substances hazardous to health can be encapsulated in the eight generic principles set out in Schedule 2A. Teachers were able to assess integrated learning units but still develop discrete essential learning areas. Schools demonstrating good practice provided clear direction for teachers in their assessment and reporting policies. The demonstration of students’ achievement and progress. assessment information was reported to parents, community and the board of trustees. As a result, student-centred programmes that targeted specific learning needs were provided. Families participated in celebrations of student achievement. Decisions about student achievement were based on qualitative and quantitative data sources that included observations, self-assessment, rubrics and exemplar moderation. Monitoring helped teachers to provide effective programmes in their classrooms. The My Home Life project has established eight pillars of good practice that it is promoting among care homes. Teachers also worked on developing a shared understanding about how to administer, interpret and best use assessment information, including STAR results and running records. Goal setting for individual students was embedded across the school and parents were asked to be involved in setting these goals. All who kindly welcomed our Checkers to visit their example. Teachers regularly reviewed programmes to identify and address any lack of student progress and achievement. Programmes were closely monitored and learning activities modified as required. The 2017 OECD annual report on international migration states... Auckland’s support for its diverse entrepreneurs. Students’ learning and achievement does not only happen in classrooms. The following sections discuss how schools have developed good practices across these key aspects, and present some of the important features of good practice. Specific learning needs for individuals and groups of students were identified and planned for. Teachers facilitated formal and informal information sharing opportunities with parents throughout the year. Department of Health for funding the project. We’ve put some small files called cookies on your device to make our site work. Schools demonstrating good practice had clear guidelines and school-wide agreement about assessment practices across learning programmes. This school was a full primary decile 8 school in a provincial city. 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. Nationally referenced and standardised assessment tools were used in key aspects of the curriculum, such as literacy and numeracy. Teachers also participated in a contract to improve formative assessment. This focused discussion involved each student in their own learning and gave teachers opportunities to revisit these statements throughout the lessons asking: ‘How are we going?’ and ‘What do we need to do now?’. 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. The school took advantage of face-to-face communication as the best means for effective dialogue. Each year information from past teachers contributed to the overall knowledge about individual students. In one semi-rural school, there was a school-wide system for planning and recording student achievement from all areas of the curriculum. 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. High quality reports, that demonstrated trends and patterns over time, allowed trustees to recognise areas of concern about student achievement and to approve the implementation of initiatives to support student achievement. ERO evaluated the effectiveness of the assessment with teaching and learning in relation to the following indicators. Students took the lead in these discussions by talking with their parents about their achievement and progress. 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. 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. 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 following sections discuss how schools have developed good practice across these key aspects, and present some of the important features of good practice. These included school-wide assessment timelines, long-term plans, comprehensive evaluation frameworks, indicators of progress in literacy and numeracy, and national expectations for these learning areas. Teachers provided differentiated programmes and focused teaching and learning opportunities to cater for their students’ diverse learning needs. Students interpreted and used information for further learning. Expectations for learning were clearly stated. 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. In the previous three years teachers had undertaken professional development in Assessment to Learn (AtoL). 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. 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. 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. At times personnel other than the class teachers taught special programmes. 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. A shared understanding about the value of such tools as the national exemplars, in moderating teacher judgements, was also reached. Links to the curriculum documents, and individual or group levels of achievement, were also clear. The National Administration Guidelines (NAG) 2,3 iii.Wellington: Ministry of Education, revised 2006. The purpose and usefulness of these activities were also clear. Teachers helped students to interpret the self-assessment data. This included teaching and learning items as well as diagnostic tests. Student achievement information was analysed to gauge student progress, achievement and the effectiveness of specific areas such as teaching practice. Students knew how well they were learning in relation to personal and curriculum goals. Parents were informed of the school’s assessment processes. This collaborative direction-setting was part of an inquiry approach to teaching and learning. Students and teachers made effective use of these benchmark examples to gauge progress and assess achievement. See CamelCase naming of variables. Senior managers assisted with data analysis, not only to strengthen their awareness of student achievement, but also to moderate teachers’ assessments in literacy and mathematics. 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. Children’s and adult’s groups should always have separate spaces. What is a nursing associate? Clearer reporting on remuneration, how it delivers on company strategy, lon… Good practice and case studies examples. They had developed tools to assess student progress and achievement in all curriculum areas, not just literacy and numeracy. 2. Key staff members noted that although establishing effective moderation processes for assessment tasks took time, the positive benefits were evident. It is usually considered good practice to use descriptive names. 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. This section gathers examples of work which builds on the PTMF and how it informs and influences practice. And if you are looking for the latest travel information, and advice about the government response to the outbreak, go to the GOV.UK website. Moderation in syndicates and across syndicates helped promote consistency of judgements. The assessment cycle was very clear about the multi purposes of all assessment. The board of trustees had a high level of knowledge about achievement because of the curriculum reporting it received and its strategic plan was responsive to data analysis and community consultation. Assessment information demonstrated individual students’ progress. Parents reported that portfolios had increased their understanding of, and involvement in, their child’s learning and achievement. Confidentiality: good practice in handling patient information, 3 which gives guidance on research and other secondary uses of data, and; 0–18 years: guidance for all doctors, which gives additional advice on research involving children or young people. In 2005 and 2006 all teachers undertook professional development on formative assessment and learning pathways. Teaching activities should not be separate from the assessment activities or from teachers’ knowledge of their students’ interests, needs and abilities. 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 school recognised the need for face-to-face communication as a means of effective dialogue. Describing students’ intended learning in simply‑worded statements led to further statements that showed what the learning would look like when it was achieved. 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. Good Practices for Oceans and Coastal Zones During the Talanoa Dialogue, four good practices concerning oceans and coastal zones were identified. 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. Robust processes were established for consultation and reporting to the Māori community. In 2006 there were 168 students, 86 percent of whom were New Zealand European/Pākehā, 8 percent Māori and 6 percent were from other ethnic groups. One oral and three written reports to parents each year clearly identified achievements and students’ next learning steps. In one urban, high decile school, achievement expectations for mathematics, and written and oral language were clearly documented in the school’s strategic and annual plans. Good Practice Examples . Examples of gender-sensitive practices in parliaments Women and men have equal opportunities to ENTER the parliament Women and men have equal opportunities to INFLUENCE the … 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. Explicit statements about intended learning and formative feedback had a positive impact on students’ understanding of their next steps and level of involvement in learning. 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