New Zealand articles and resources
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Helen Timperley, Linda Kaser and Judy Halbert
This paper argues for a “sea change in learning settings for young people”. Using a range of examples from New Zealand, Australia and Canada, it makes the case for new approaches to designing learning and teaching and how we might achieve this. It also provides a model for long term PLD within schools.
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Understanding and managing the range of information that counts as evidence of student learning and achievement can be daunting, and it requires teachers and school leaders to be confident in their assessment literacy.
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New Zealand school stories
Seeing the student behind the data is key to decision-making at Queen Charlotte College. This story looks at how multiple strategies including unbundling data, more effective community engagement and targeted teacher appraisal have made a difference to improving student outcomes at the school.
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Principal John Bangma and Deputy Principal Jenny Washington discuss data driven decision making at Mairehau Primary School in Christchurch. In this video on NZ Curriculum online they discuss how data is used to inform teaching and learning.
In these videos from Assessment Online, teachers from Mangere Bridge School in South Auckland talk about sharing assessment data with their students, and how this enables students to develop their own next steps in learning and to take ownership of the learning.
John Clarke knows that robust data empowers a school to answer the question; "Is the decision we are making going to improve student achievement?"
Tony Howe discusses the strategies used at Opotiki Primary School to improve students’ reading and physical fitness.
Other resources
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Various
This issue of Ideas into Action focuses on the use of data and its potential to transform teaching, learning, and leadership. It is is extremely readable, gives useful definitions, and is full of practical ideas for using data in your school.
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by
Lorna Earl and Stephen Katz
This article discusses the value of data as an important tool for enquiry about your school rather than for judging it. What the data says is important only if we understand why it's telling us what it is and how we can use it to improve student outcomes.
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by
Jay McTighe and Ken O’Connor
This article considers assessment practices that improve both teaching and learning and provides descriptions and examples of summative, diagnostic, and formative assessment.
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by
Victoria Bernhardt
This article discusses different types of data collection, including what the author calls 'perceptions data', and ways they need to be handled and analysed to build up a picture of the school community.
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by
Graham Handscomb and John MacBeath
This article sets out to show schools how to recognise and acknowledge the enquiry and research activity that is already taking place in schools, as well as challenge and identify areas for further work and development.
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