Assessment in Teina

Assessment in Teina

July 2020

In Term 2 we completed formal assessments of ākonga. This data will be used to show their reading levels,  their writing ability and current mathematical knowledge. From this we can provide learning opportunities and interventions to improve their achievement in these areas.  I have been working with Rosa from Evaluation Associates to analyse where my students currently fit in the writing curriculum.  

I have learnt how to do running records for reading and how these can be used to provide an insight to students reading behaviours and develop next steps. 

In term 1 I did maths snap shot, these are based on JAM, this term I have also explored using NUMPA as this is useful to gather data for students above stage 5.

I have been keeping track of progress of my Puna Ako students through a spread sheet.

Writing:

Using the Writing Progression Framework was familiar to me as I had learn to use some of this last year in Tuakana. This was a good opportunity to develop my knowledge of this area of the curriculum and assessment. I looked into each of the seven types of writing in a lot of detail. At first I used trello to organise this information as I was learning it and then made my own documents to record the stages of where my students are placed. The good thing about this process was that I could see from their writing samples back at the beginning of the year how much progress some students have made and it is clear on what they need to do to develop their writing. I am looking forward to seeing these results improve over the next two terms.

Reading: 

I have been working with my team of 3 to start reading groups across the 3 Puna Ako groups.  In term 1 ākonga wrote recounts of their reading. I noticed straight away several students thought this mean copying the text. We have been working on different kinds of reading responses in my Puna Ako. It has been challenging to get detailed running records for all students, especially the change in staffing and students, disruptive behaviour,  and irregular student attendance but I am glad that I asked for assistance.

Here's a snapshot of where my students are with their reading levels:

I have made this align with the data for the writing stages so it is easier to compare.

I have also organise these for year level and compared them to the standards. 

Maths:

Math's Assessment so far has been just to take a base level to compare further data to. We are going to be developing this further in Term 3 and 4.

I can see there is need for a lot of scaffolding and support for the majority of my students.