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Ministry of Education.

Teaching inquiry: Planning for summative assessment

Planning for my students' needs 

What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.

Key questions

  • What standards/outcomes are most appropriate to assess student learning?
  • How might we gather evidence for example, in  portfolios?
  • What opportunities are there for student choice in outcomes and modes of assessment?

Why are these questions important?

The key purpose of assessment is to enhance student learning and the quality of teaching and learning programmes. Assessment also enables the provision of feedback to both parents and learners about learning progress. Assessment is linked to qualifications at secondary school. Assessment should:

  • be worthwhile to your students, accurate, and reliable
  • be understood by your students
  • include students in discussion and negotiation of aims, strategies, and progressions - with you and parents, and with each other
  • support improved learning
  • be seen as positive, rather than a process to be feared
  • have a clear purpose and be valid for that purpose.

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Useful resources

NCEA Standards:

Other Resources:

Published on: 13 Oct 2015