RTC 11

Criterion 11: Assessment Information Is Used To Enhance Learning Analyse and appropriately use assessment information, which has been gathered formally and informally Cultural competency: Wānanga-participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.
Key Indicators	Reflective Questions			Possible Evidence at Pukete
analyse assessment information to identify progress and ongoing learning needs of  ākonga use assessment information to give regular and ongoing feedback to guide and support further learning analyse assessment information to reflect on and evaluate the effectiveness of the teaching communicate assessment and achievement information to relevant members of the learning community foster involvement of  whānau in the collection and use of information about the learning of ākonga Pukete School Key Indicators Assessment Information is used to plan teaching.	Do I understand the concepts of validity and reliability?   Do I apply this knowledge when assessing ākonga and interpreting assessment data?  Do I recognise the limitations of the different assessment tools/tasks I use?   Do my own and the school’s systems generate the formal and informal assessment information that I need to plan for and effectively support my ākonga?   How can I use the schoolwide assessment data effectively to inform my practice?   What other formal and informal sources of data could I be using?   How do I know that my ākonga are progressing? Have I used formal and informal data from a range of different sources to enhance the reliability of my judgments? How do I gather, analyse and use assessment information in ways that advances the learning of my ākonga?   Do I have colleagues who can help me to better analyse and interpret assessment data?   How can I effectively and meaningfully share assessment information with my ākonga and whānau?			Planning shows  use of assessment  information. (flexible, weekly planning of the learning and teaching cycle) Assessment folder follows guidelines. Modelling books are evident. Students work and feedback/feedforward

My Evidence	Reflection/Notes	Feedback/Feedforward
	I use my formal and informal assessment information to guide and plan my teaching such as running records and observations. Moderating writing against others is so beneficial and is very helpful when making my OTJ’s. I try to create a picture of a child based on formal assessments and observations (notes in modeling books and bookwork) to inform my OTJ’s. My weekly planning is based on needs that I observed and assessed. For example many students were not solid in counting back from 20 when tested in the JAM assessment so much of my informal counting (lining up etc.) is back from 20 rather than up. We also have spent more lesson time subtracting. For my targeted learners, I am tracking their progress more carefully using a IEP form and are assessing their needs more frequently, for example the ABC names and sounds. My assessment information is kept in my assessment folder and added online onto assembly. Goal: To continue to write down notes and observations of students in modeling books and use them to inform my OTJ’s. To continue to seek help from more experienced teachers around judgements and assessment	Your targeted learning plan shows you are using known information gathered to plan where to next with your children.  You have been able to utilise knowledge from more experienced colleagues when analysing and moderating student writing to ensure you are making accurate judgements. I encourage you to continue to make the most of opportunities to talk with those with more experience around you to reach or confirm your OTJs, to ensure consistency across classes.
Feedback and feedforward in writing books:
Target Students Goals collaboratively written
Writing Plan with Student Assessments from their books.