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Assessment

e-Learning tools enable you to easily gather and share assessment information in ways that advance the learning of students.

Using digital technologies, such as text-to-speech can be used to remove barriers for students and enable them to share or demonstrate their learning.

Digital devices enable reflection not previously possible because of the ability to capture and replay learning. Because of the portability and immediacy of the replay, assessment and planning for improvement can happen quickly. When this reflection and learning has meaning for students, the process has potential to shift learning and create lasting and transformative change.

Taylor, L. Fagan, T. & Dunmill, M. (2014)

Use these discussion starters in conjunction with the e-Learning Planning Framework  to identify how you can use technologies in your assessment processes.

Principals and school leaders

  • To what extent does your school adopt broad, differentiated assessments to ensure success for all students?
  • How can technologies be used to record, analyse, and report on student progress and performance in all aspects of the curriculum over time?
  • How does the school use technologies to engage with and report progress to the wider community?

Teachers

  • Students using digital technologies
    What might it look like when students are managing and reflecting on their own learning through the use of technologies?
  • How might technologies be used to facilitate and enhance the way you and the students monitor and share progress and performance?
  • How might technologies allow parents/caregivers/whānau to interact with their children’s learning?
  • What achievement data – specifically related to your diverse learners, for example Māori, Pasifika, and special needs – is gathered, and analysed to inform planning?

Use these practical steps in conjunction with the e-Learning Planning Framework .

Principals and school leaders

  • Provide appropriate technologies so students and teachers can collect and organise examples of performance in a variety of formats such as audio, graphics, video, and text.
  • Provide professional development opportunities for teachers to become confident and capable users of digital technologies such as LMS, SMS, e-portfolios for assessment purposes.
  • Trial and review e-learning assessment practices, for example e-portfolios, so that learning is shared with family/whānau and encourages the wider community to engage, participate, and interact with their child’s learning.

Teachers

Student using technology

Use a teaching as inquiry process to trial and develop successful ways of using digital technologies. Build your understanding of how digital technologies can be used to collect evidence, self reflection, and assessment progress. Focus on setting up systems and using digital technologies so learners can: 

  • show how they are learning
  • show what they know or can do rather than what they can’t
  • become self-regulated learners and determine their own learning goals and plans
  • establish what they already know, assess their strengths and weaknesses, to co-construct and design a learning plan
  • stay on task, track their own progress, build on successes, and adjust to failures.
  • explore using technologies enable all students to participate equitably in assessments, for example using text-to-speech, screen readers.  

Share examples of effective practice with colleagues and the wider community.

Teacher inquiries into using Google docs from CORE Ministry Video on Vimeo.

Mike Wilson, ICT Cluster Director at Sacred Heart Girls’ College, describes the benefits teachers found from inquiring in using Google docs and Google forms. They are using these tools with students to provide quick feedback as they prepare for NCEA assessments.

Key resources

Practising Teacher Criteria and e-learning: Criteria 11

Information and examples of e-learning tools, which can be used to gather and use assessment information in ways that advance the learning of your ākonga/students.

Enabling e-Learning: Teaching community  

Join the community and participate in discussions to explore how effective teaching with technologies can support all ākonga/learners.

More examples in the School stories and Snapshots of learning tabs » 

Communicating clear, dependable information about progress and achievement provides a basis for building a strong partnership between the child, the teacher, and the child’s parents and family/whānau.

Each child’s parents and whānau are their first and most important teachers. Building learning-focussed relationships and connections between parents, whānau, and teachers is vital for each child’s ongoing learning and success. Children are the core participants in any learning environment and they need to be actively engaged in understanding their own actions and progress as learners.

Students at Motu School use e-portfolios for goal setting, sharing their learning, and reflecting on their progress. Students lead the three way conferences with parents and teachers, using the e-portfolios to share and explain their learning. This process means conversations about learning are more focused. Students value parent feedback and engagement in their learning. Having the portfolios online means parents can access and be part of their children's learning at anytime.

What is the progress and consistency tool (PaCT)?

The Progress and Consistency Tool (PaCT)  is an online tool that supports teaching and learning. It is designed to help teachers make consistent judgements against the National Standards in reading, writing, and maths. 

The PaCT helps teachers by:

  • providing a rubric for assessing students against the national standards
  • keeping track of student achievement data
  • creating informative reports that illustrate student progress, help decide the next steps for students, and provide feedback to parents and whānau
  • streamlining paperwork and reducing reporting workload. 

“Measuring progression will help build on the gains already being made in student achievement."

Education Minister Nikki Kaye

Introducing the PaCT

The PaCT introductory video explains how the PaCT works, what the learning progression frameworks are, how it can support teachers and students and how reports can be used as powerful tools to support planning and student progress.

How to use the PaCT

The PaCT helps teachers make judgements against National Standards. These judgments are used to create reports which teachers can use to track student progress and decide on next steps. 

Making judgements using the PaCT  
The PaCT for teachers section of the website has a series of interactive online modules that guide teachers through using the tool.

PaCT reports – for teachers
The interactive module on this page provides a tutorial for using the PaCT reports. 

Try out the PaCT demo
A demo site for the PaCT has been launched.

The learning progression frameworks

The PaCT is underpinned by the Learning Progression Frameworks (LPF) .  

The LFP is an online tool that illustrates the significant steps students take as they develop their expertise in reading, writing, and mathematics from years 1–10, spanning levels 1–5 of The New Zealand Curriculum (NZC).

The frameworks:

  • prompt teachers to notice what students know and can do across the breadth of mathematics and as they use their reading and writing to support their learning in different areas of the curriculum
  • support teachers to understand how students develop their expertise in reading, writing, and mathematics
  • assist teachers to identify the reading, writing, and mathematics demands of the programmes they provide for students
  • clarify the reading, writing, and mathematics competencies students require in order to be successful in a technology- and information-rich society
  • illustrate rich teaching and learning activities in everyday classroom programmes
  • support schools to plan coherent learning pathways for students transitioning across school contexts.

An e-portfolio is an electronic format for learners to record their work, their achievements and goals, to reflect on their learning, and to share and be supported in this process. It enables learners to represent information in different formats and to take the information with them between institutions.

Assessment of learning

e-Portfolios can be a digital platform for information collected throughout a designated time period that can be used as summative assessment.

Assessment for learning

e-Portfolios offer functionality for instant and formative feedback on learning activities, informing the direction of learning for both teacher and learner. 

Assessment as learning

A learner can use an e-portfolio for personal reflection, to help them to become aware of their own learning habits and identify strategies to assist with their learning needs.

More information about using e-portfolios in the classroom »

What does digital assessment mean?

Digital assessment is the use of technology for assessment purposes rather than the traditional pen and paper.

The focus of NZQA’s digital assessment programme is on the student and assessment not the technology. The technology is an enabler for positive change for assessment.

More information on NZQA Digital assessment »

Steve Bargh

NZQA is working towards moving external student assessment to the online environment. In this webinar Steve Bargh (NZQA) talks about:

  • piloting and test opportunities for schools
  • technical requirements
  • an introduction to what other jurisdictions are doing (for example British Columbia, the Netherlands), the issues and challenges they faced and the lessons learned, and how this is shaping NZQA’s thinking.

Watch the webinar »

Digital Assessment: NZQA's journey  – PPT by presenter Steve Bargh

The Future State Programme is a multi-year programme of work that spans both secondary and tertiary education. This programme aims to ensure learners qualify for a future world that is increasingly global and digitally connected. NZQA will support this through ensuring qualifications remain relevant, reliable, and robust within ever-changing contexts.

More information about the Future State Programme »

Preparing your students for digital exams

Year 9’s in 2016 will be doing digital exams in 2018 so it is critical that they build appropriate skills. They should:

  • use devices on a regular basis
  • be competent at reading and writing online
  • take the opportunity to practice with tools provided when online assessments are created.

Identify supports students may need:

  • Do they need tools such as a screen reader or text-to-speech to support them with reading and writing online? 
  • Are students competent at typing? Do they need practice with keyboard skills?
  • Do they know how to alter the size of font on the screen to make it easier to read?
Key resources
Learner on e-Portfolio

e-Portfolios
Information and practical examples to help you get started with e-portfolios – including the different technologies you can use, and how to implement their use.

Reporting to parents and whānau
Up-to-date resources supporting schools to share information with parents and whānau.

Filter by: Primary Secondary

KnowledgeNET

Students at Cornwall Park District School became reflective learners by using Learning Journals in KnowledgeNet.

Tags: Assessment, Cross-curricular, English, Learning management systems (LMS), Lower primary, Primary

Jing

St Mary’s Catholic School in Tauranga trialled a system of online reporting that supported student self assessment, and increased parents’ understanding and involvement in formative assessment.

Tags: Assessment, Effective pedagogy, English, Multimedia – graphics/animation, Multimedia – video, Primary, Upper primary

VoiceThread

Students at Ashburton Netherby School used ICT technologies to share aspects of their learning.

Tags: Assessment, Social sciences, Communication, Multimedia – audio/music/sound, Presentation, Lower primary, Primary

MyPortfolio

Music students at St Peter’s College in Palmerston North used e-portfolios to record their reflections, compositions, and understandings.

Tags: Assessment, The Arts, e-Portfolios, Lower secondary, Secondary

MyPortfolio2

Students from Mount Roskill Grammar School engaged in shared learning with their peers and subject teachers for NCEA Level 3 English using MyPortfolio.

Tags: Assessment, Effective pedagogy, English, e-Portfolios, Secondary, Upper secondary

MyPortfolio3

Student ownership of learning at Fairfield Intermediate School in Hamilton was supported through MyPortfolio.

Tags: Assessment, Mathematics and statistics, e-Portfolios, Primary, Upper primary

Increasing ownership of learning through e-portfolios

The processes and progress of learning were effectively documented in e-portfolios at Bucklands Beach Intermediate School.

Tags: Assessment, Cross-curricular, Effective pedagogy, e-Portfolios, GAFE, Primary, Upper primary

Google Forms

Students at Panmure Bridge School in Auckland improved their problem solving skills and mathematical knowledge through the use of Google Forms.

Tags: Assessment, Effective pedagogy, Mathematics and statistics, GAFE, Primary, Upper primary

SurveyMonkey

Students used software to support formative assessment in mathematics.

Tags: Assessment, Mathematics and statistics, Utilities/tools/gadgets, Primary, Upper primary

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Filter by: Primary Secondary

e-Portfolios in the classroom

e-Portfolios in the classroom

Associate Principal and Senior Team Leader at Te Kura o Tiori Burnham School, Linda Sweeny, explains the process for setting up Blogger for students to use as an e-Portfolio. 

e-Portfolios - the benefits for student learning

e-Portfolios – the benefits for student learning

Deputy Principal Miranda Makin explains the benefits of using e-portfolios for students participating in the Impact Projects .

Sharing learning using the class blog and e-portfolios

Sharing learning using the class blog and e-portfolios

Teacher, Jacqui Innes from Russell Street School describes how students individual e-portfolios and the class blog serve different purposes but work in conjunction with each other. 

Using e-portfolios to record the learning process

Using e-portfolios to record the learning process

Russell Street School teacher, Jacqui Innes, describes the process and benefits of planning explicitly for what students will share on their e-portfolios.

Using e-portfolios to share students learning

Using e-portfolios to share students' learning

Rob Clarke principal of Burnham School describes the benefits of using e-portfolios in the school community to connect with parents.

Teacher inquiries into using Google docs

Teacher inquiries into using Google docs

Mike Wilson at Sacred Heart Girls’ College, describes the benefits teachers found in using Google docs and Google forms to provide quick feedback to students as they prepare for NCEA assessments.

Teacher inquiry into improving NCEA learning outcomes

Teacher inquiry into improving NCEA learning outcomes

Teresa Cargo, Deputy Principal Sacred Heart Girls College, shares her teacher inquiry into using video with her year 13 students.

Goal setting and reflection: Literacy learning supported by Google docs

Goal setting and reflection: Literacy learning supported by Google docs

Students from Breens Intermediate share how they record their literacy goals and reflections on Google docs, which are shared with their teacher and peers.

Mutukaroa – Connecting with whānau

Mutukaroa – Connecting with whānau

Project coordinator Ariana Williams explains how and why Mutukaroa works, why it’s so important for parents to understand assessments, and the benefit for them of knowing how to support their child better at home.

Student ownership of reading goals supported by QR codes

Reading goals supported by QR codes

Konini School teacher, Vicki Pimenta shares her approach to using the literacy progressions and raising student achievement in reading.

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Key resource

Assessment online – Reporting to parents and whānau
Find up-to-date resources which support schools to share information with parents and whānau.

Practising Teacher Criteria and e-learning: Criteria 11
Information and examples of e-learning tools, which can be used to gather and use assessment information in ways that advance the learning of your ākonga/students.

Measureable Gains Framework

This rubric helps schools and teachers evaluate how well they are progressing in relation to Māori learner progress and achievement, including proficiency in te reo Māori.

PATs, STAR, and Science: Thinking with evidence available as online tests
Students can now sit NZCER tests online. All PATs, STAR, and Science: Thinking with evidence tests can be taken through an attractive, easy-to-use online platform. Teachers can trial all of the online assessments.

Assessment Resource Bank
The ARBs consist of 1246 assessment resources in English, Mathematics, and Science. These are for students working at levels 2–5 in New Zealand classrooms. NZCER have re-developed 150 resources into an interactive online format. To register, go to http://live.arb.nzcer.org.nz and create your unique account.

Progress and Consistency Tool (PaCT)
Find out more about the progress and consistency tool being developed to support teachers' professional judgments in relation to the National Standards, and to improve the measurement of learner progress over time.

Assessment Online
This website provides information about principles and practices of effective assessment to support learning, including teaching as inquiry. There is information on choosing and using assessment tools and aligning these against the National Standards.

e-asTTle
This online assessment tool provides teachers and school leaders with information that can be used to inform teaching and learning programmes to maximise individual student learning.

e-asTTle Writing Webinar
A training webinar on the revised e-asTTle writing tool is available on Assessment Online. It is facilitated by the developers of the revised writing tool. It covers the new features of the tool, test creation, administration and marking, and how to best use the results to support teaching and learning.

Monitoring the Key Competencies
This section of the Key Competencies website on TKI provides useful information and discussion tools to assist with monitoring the key competencies.

eLearning ICT Showcases l Learning, Teaching & Assessment, Reporting
This page from the Department of Education and Early Childhood Development in Victoria, Australia provides information and resources on how schools lead, enable, and support the use of ICT to transform learning and teaching, and improve learning outcomes. This includes: curriculum planning, delivery, student ICT capabilities, ICT ethics, assessment and reporting, and reporting to parents.

Here is an excellent Google Drive tool for creating rubrics
A Google docs add-on called OrangeSlice:Teacher Rubric that converts an Analysis or Holistic rubric into a percentage or points grade. Useful for users of Google Classroom and Docs. 

Raising student achievement through targeted actions

Raising student achievement through targeted actions

This ERO report summarises the national picture for targeted actions in our schools and provides examples from the schools that were doing best in setting targets and taking actions that raised student achievement.

Preparing for a renaissance in assessment

This article was written by Pearson’s Chief Education Advisor, Sir Michael Barber and assessment expert, Dr Peter Hill. They argue that current assessment methods are no longer working, and that new technologies will transform assessment and testing in education. It itemises steps in a "Framework for Action" that the authors suggest should be taken for policymakers, schools, school-system leaders, and other key players to prepare for the assessment renaissance.

e-Learning community discussions


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