Boards of trustees were given detailed information to help them review achievement targets, and to inform their decision making about future resourcing and direction. Parents and whānau of Māori students had a variety of ways they could communicate with the school. The TCFD Good Practice Handbook is a supplement to the TCFD Implementation Guide, providing further clarity for companies that are seeking to implement the … Teachers were engaged in high levels of professional dialogue about assessment, consistency and judgements. Teachers also participated in a contract to improve formative assessment. A practical understanding of assessment processes and expected learning outcomes was clearly articulated. Describing students’ intended learning in simply‑worded statements led to further statements that showed what the learning would look like when it was achieved. Set standards and allow time for communication at shift handovers. Good practice and case studies examples. Students and teachers made effective use of these benchmark examples to gauge progress and assess achievement. ERO evaluated how effectively assessment information demonstrated students’ achievements and progress in relation to the following indicators. Expectations for learning were clearly stated. Family or whānau and school communication occurred on a daily basis for students of concern. Parents were aware that the school carried out an assessment programme and were informed by regular newsletters. In one urban school, students took the portfolios home each term to share with parents. Teachers and students monitored student learning weekly, monthly and annually. Let us know if this is OK. We’ll use a cookie to save your choice. concluding a lesson by revisiting expected outcomes and discussing students’ progress and understanding. Parents were asked for feedback in relation to the usefulness and value of reporting processes. COVID-19: good council practice Councils are doing remarkable work to address the challenges brought by COVID-19. Baseline data had been collected and used, as well as moderated across the school, to support teachers’ judgements. Teachers, school managers, parents and students need rich and comprehensive information about what students know and can do. Back to main index. 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 … 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. The boards of trustees ensured the focus of school developments remained on student achievement by making explicit links between available information and strategic planning, and identifying processes and resources to support these priorities. The targets were based on well‑analysed data and consideration was given to all curriculum areas. Similarly, nationally referenced assessment tools, such as the six-year diagnostic test, national exemplars in writing and NumPA were used to measure achievement across the school. Moderation in syndicates and across syndicates helped promote consistency of judgements. Strategies, such as in-class support or individualised programmes, supported students that were experiencing difficulty. Teachers and students developed clear statements that described students’ intended learning in simple language. Student involvement in personal goal setting was a well-established, school-wide practice. The professional discussions required to arrive at consensus clarified the rationale for assessment, teachers’ increased knowledge of their students’ abilities, and led to a deeper understanding of each curriculum area, and of how well their students were achieving. The findings are structured under the following headings. These schools had documented their expectations and requirements for assessment. 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. Practice example about a research project to develop highly personalised, playful objects for people with advanced dementia Tackling loneliness and isolation. Teachers discussed with parents how they could help their child and what the child’s next learning step was in each curriculum area. Good Practices for Oceans and Coastal Zones During the Talanoa Dialogue, four good practices concerning oceans and coastal zones were identified. •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. Students taking responsibility for their learning was a major focus in the school and there was a developing culture of students and teachers discussing assessment data and collaboratively setting up learning intentions. The school recognised the need for face-to-face communication as a means of effective dialogue. Teachers made good use of conferencing to share achievements and next learning steps and effectively provided specific written comments on students’ work. The input from the parents included the setting of individual learning goals. The following sections discuss the key aspects of good practice and include specific examples. Programmes were closely monitored and learning activities modified as required. Teachers were involved in professional development in collection and use of assessment across the curriculum. Good practice – engaging with young people; Specialised services; Clinical Commissioning Groups (CCGs) NHS trusts; Primary care. Good medical practice content. 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. The assessment cycle was very clear about the multi purposes of all assessment. They also used simple rubrics and comparative exemplars to determine future learning. A shared understanding about the value of such tools as the national exemplars, in moderating teacher judgements, was also reached. Update a laboratory notebook with only abbreviated details. 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. Often, you will revisit a project to review … The portfolio formed the basis for subsequent teacher-parent-student meetings. Teachers helped their students reflect on their progress towards their goals. Teachers also worked on developing a shared understanding about how to administer, interpret and best use assessment information, including STAR results and running records. 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. Teachers used a range of locally developed and nationally referenced assessment tools to increase their knowledge of students’ achievement. The students used the range of information in their individual folders to monitor and evaluate their learning. Our advice for clinicians on the coronavirus is here, Good practice – engaging with young people, Good practice in dental commissioning in London, Good practice in general practice – Alltogether Better, Good practice – Prime Minister’s Challenge Fund, Involving people in health and care guidance, COVID-19 affect on involvement activities. Teachers regularly collected, collated and considered this information. They analysed and interpreted student information, identifying strengths and weaknesses, and what was mastered or not achieved. Students and teachers often used this information to share learning with parents, for example at ‘three-way-conferences’. In one semi-rural school, there was a school-wide system for planning and recording student achievement from all areas of the curriculum. In one urban school, teachers provided differentiated programmes and focused teaching and learning opportunities to cater for their students’ diverse learning needs. Student achievement information was analysed to gauge student progress, achievement and the effectiveness of specific areas such as teaching practice. 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. Students had high quality learning discussions with their teachers, who provided oral and written feedback. 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. As a result, student-centred programmes that targeted specific learning needs were provided. Good Practice Examples. Analysed data, and particularly data relevant to the annual targets, were presented to the board and used to refine existing targets, or consider future strategic directions. used data to provide feedback to students and identify their next learning steps. Teachers shared good quality, relevant information with parents. In one urban school where students were involved in the assessment process, teachers gave students frameworks for self assessment that challenged them to reflect deeply on the quality of their work. These examples of final Action Plans show a range of approaches taken by local authorities to the development of Action Plans within their Air Quality Management Areas (AQMAs), which vary in size and range of emission sources. Parents received a formative report with samples of work to show teacher judgements. They were also well informed about how the school was working to meet the child’s interests, aspirations and learning needs, and how the partnership between school and family or whānau could be enhanced. As a result parents requested workshops on ‘How to help my child with reading.’. The demonstration of students’ achievement and progress. These explicit connections were a strong feature at all levels in schools with good practice and were well established in all curriculum areas. Groups of students of particular interest or concern were identified by detailed analysis of assessment information. Students with special abilities were also given extension programmes. Through sharing ideas and offering advice about the needs of specific groups or individuals, teachers focused on adding value to student learning. 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. Close. 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. 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 reviews of early childhood services and kōhanga reo, The review process for early learning services and schools, The Collection and Use of Assessment Information: Good Practice in Primary Schools, School-wide approach to assessment practice and information, The demonstration of students’ achievement and progress, The interaction of assessment with teaching and learning, Students’ use of achievement information for further learning, Use of school-wide information to improve student achievement, Reporting student achievement information to the community. Good Practice Examples . Information on students’ achievement was used to identify and monitor groups of students who may have been of interest or concern. In the second part there are two EHC plans which draw on real examples but the plans themselves relate to fictional children. 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. With blog from Dame Esther Rantzen Carers in Wales: support available. In one urban school the board used information on student achievement in strategic planning, policy direction, and resourcing decisions. This included teaching and learning items as well as diagnostic tests. National exemplars in writing were used by teachers to develop a comprehensive writing matrix to demonstrate student achievement and progress in written language. Teachers used assessment information to group students with special learning needs and provided careful monitoring and extra assistance in the form of daily instructional reading. You should also consider any risks that may arise from the area around the venue. 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. 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 received appropriate information on what they could do and their next learning steps. Teachers analysed student achievement information thoroughly, including the identification of gender and ethnicity trends. You can read more about our cookies before you choose. The school sought and valued parents’ opinions and ideas when developing and reviewing assessment and reporting processes. Senior management and teachers used the results to provide learning experiences that met the specific needs of individuals and groups of students. At 18 listed companies, shareholders voted against the pay package proposals made by their boards. For assessment systems to work well, teachers need to develop shared understanding about the purposes of assessment and about appropriate learning and achievement expectations for their students. We learn not to make the same mistakes again.”. Good practice in Wessex; Good practice in dental commissioning in London; Good practice in South Worcestershire; Good practice in Bradford; Good practice in dental commissioning; Good practice in general practice – Alltogether … 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. These systems made the collection and analysis of data manageable, and gave teachers a chance to plan time management in advance. 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. Assessment information demonstrated individual students’ progress. A report for local authority commissioners. Tesla literally meets customers where they’re at by … These ‘benchmark examples’ illustrated learning, achievement and quality in relation to national statements in the key curriculum areas of English, mathematics, science, health and physical education, the arts, and technology. 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. Students were confident in using teacher feedback in their books to identify what they would focus on next. Written reports and sample books that included exemplar comparisons further complemented these valuable sharing opportunities. Students led these discussions. An effective three‑way learning partnership among student-school-community occurs when all parties are fully informed about achievements and progress. Along with the interviews and written reports, parents and whānau were invited to hui mātua each term. Together, these guidance documents set out the GMC’s advice to doctors involved in research. The good practice guide is also accompanied by a series of case studies that offer examples of how providers have implemented some of the principles in the guide. Good practice – engaging with young people; Specialised services; Clinical Commissioning Groups (CCGs) NHS trusts; Primary care. On this page we have compiled all the examples of good practice which feature throughout the guide. These were monitored regularly. Examples of Good Practice in Nutritional Care ; BAPEN Service Improvement and Innovation Awards Staff carefully interpreted data to identify which teaching practices were successful with groups and individuals, including students who required additional support and extension. These included cumulative record cards, standardised tests and samples of information to be collected in students’ individual portfolios. Relationships between home and school were characterised by shared responsibility for student learning. Individual Education Plans (IEPs) were developed for many of these students, and these guiding documents were reviewed and revised on a regular basis. Three-way conferencing was based around the students’ reflective journal that included a range of assessment information. 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. Discussions of this information and other assessment records allowed the students to know what they had achieved and what would be the next step in their learning. These goals were reviewed and when achieved, a new goal was set. I'm OK with analytics cookies. assessment information was reported to parents, community and the board of trustees. What is Best Practice? Standardised testing was used, where appropriate, to inform teaching. Parent-teacher-student interviews were an effective forum for sharing good quality information about achievements and progress. 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. 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. A team made up of the principal, the deputy and assistant principal and three syndicate leaders prepared the assessment schedule for each syndicate. In one urban school the analysis of achievement information was cross-referenced, where appropriate, to national exemplars. Teachers had effective informal and formal strategies for ensuring parents were informed about their child’s progress and achievement. Find a collection of Good Practices in raising literacy right here. 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. Keep the code simple You will find more detailed information on relevant policy areas in the PDF below. Students regularly received ongoing, targeted oral and written feedback focused on their identified learning priorities. In one urban school, targeted literacy support was given to students with low SEA scores. The examples of good practice for each of the evaluation questions have been drawn from data collected from schools for the evaluation report The Collection and Use of Assessment Information in Schools. In schools demonstrating good practice, teachers shared detailed written and oral reports with parents, in addition to providing information about curriculum initiatives. Ministry of Education. 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. In one urban school, teachers adapted student reports to show the achievements of specific groups, such as new entrants. Robust processes were established for consultation and reporting to the Māori community. Staff and students said this heightened focus on achievement was a valuable and useful activity. A detailed and consultative process identified students with special abilities and needs. There were clear links between achievement information results and, through well-considered analysis, informed decision-making by teachers about programmes for individuals. In one provincial town school, parents were informed about assessment processes through student portfolios, three-way conferences and through information in regular newsletters. Of the roll, 40 students were New Zealand European/Pākehā and. 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 interaction of assessment with teaching and learning. It is usually considered good practice to use descriptive names. Along with a formal interview and three written reports, parents were invited to a hui each term. This assessment information was comprehensive at all levels of the school. 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. See CamelCase naming of variables. Assessment information demonstrated individual students’ achievements. Reporting student achievement information to the community. After having successfully passed a peer-review process, your good practice examples will be published on the ELINET website. These send information about how our site is used to a service called Google Analytics. The purpose and usefulness of these activities were also clear. Shared facilities and toilets. They need to base their decisions on comprehensive, good quality achievement information about students’ knowledge, abilities and learning needs. Students interpreted and used information for further learning. The 2017 OECD annual report on international migration states... Auckland’s support for its diverse entrepreneurs. ERO evaluated how effectively teachers were using assessment information to responsively guide teaching. They were aware of why assessment activities were conducted and what the results meant for their children. Schools gave students and their parents useful and relevant assessment information, and actively sought parents’ views and knowledge about their children. Alternatively you can return to the main PTMF hub … We’ve put some small files called cookies on your device to make our site work. 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. Specialist assessments were also used. The parent trustee had close links with the community. 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