Rebecca Smye-Rumsby
Design . Technology . Project Teacher
e-Portfolio
Analyse and appropriately use assessment information that has been gathered formally and informally
i. analyse assessment information to identify progress and ongoing learning needs of ākonga
ii. use assessment information to give regular and ongoing feedback to guide and support further learning
In hubs we analyse our hublings' learning by comparing progress reports to show growth in relation to key competencies, and academic reports to show development in curriculum areas. From this information we identify learning goals and implement strategies to create a focus.
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
See PTC 2:12 (ii)
PTC 2:12
iv. communicate assessment and achievement information to relevant members of the learning community
We co-construct our rubrics as a curriculum area to ensure that is it relevant to our disciplines and that there is a collective understanding of our objective. To create these, we look at the NZ curriculum strands and components, as well as the indicators or progressions. Students have access to these on the google classroom during the module.
Rubric example
v. foster involvement of whānau in the collection and use of information about the learning of ākonga