Analysis and use of assessment information
Teachers of English can reflect on these three questions to guide them in using assessment information.
Key resources
- Assessment Online on TKI
- asTTle: Purposes and Uses: asTTle Manual, Chapter 5
: This section of the asTTle manual explains how asTTle data can be used as part of formative assessment to help teachers articulate next learning steps for students, as well as how the information from the reports can be communicated.
- Assessment Resource Banks: English
: The diagnostic assessment tasks in English (developed by NZCER) allow teachers to investigate a particular focus for assessment (for example, inference) in depth. They cover all curriculum modes, from levels 2 to 5.
- English exemplars
: The exemplars highlight features that English teachers need to watch for, collect information about, and act on to promote learning. Exemplars help to answer the question, "What is quality work?" They cover written, visual, and oral language.
- Literacy Learning Progressions
: This resource shows English teachers the knowledge and skills that students need to meet the reading and writing demands of the New Zealand Curriculum, from school entry to the end of year 10.
- Next Steps (PDF) – Using the Assessment Resource Banks for Formative Assessment
: This booklet is intended to help teachers to use the Assessment Resource Banks (ARBs) to support formative assessment in classrooms.
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Thinking About How Language Works
This resource from the New Zealand Council for Educational Research (NZCER) provides teachers with additional information about language that will help them to analyse student responses to ARB items. It will be of use when analysing responses from students with English as a first or subsequent language.
- T
he English Language Learning Progressions
: This resource shows English teachers the knowledge and skills that students need to meet the reading and writing demands of the New Zealand Curriculum, from school entry to the end of year 10.
Teachers can also refer to the relevant sections in the Effective Literacy Practice books:
- Effective Literacy Practice in Years 1 to 4 (pp. 61–69): This resource helps us develop our understandings of what we do that leads to improved literacy outcomes for students in years 1–4. Pages 61–69 discuss analysing and using assessment information. They are available from Down the Back of the Chair
.
- Effective Literacy Practice in Years 5 to 8 (pp. 62–71): This resource helps us develop understandings of what we do that leads to improved literacy outcomes for students in years 5–8. Pages 66–71 discuss analysing and using assessment information. They are available from Down the Back of the Chair
.
