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Using evidence for learning
These pages address an essential component in the ongoing cycle of inquiry that is central to improving teaching and learning: the collection and analysis of high quality evidence. This resource is intended to be dynamic, in order to best respond to the needs of educators. We wish to consistently review its applicability and usefulness in our own 'cycle of inquiry' and will adapt and add information accordingly. We welcome feedback .
Using evidence for learning process flow
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. These web pages aim to cover the understandings and skills educators need in order to:
- gather dependable information about the status of a student’s (or group of students’) learning
- accurately aggregate and present information in order for it to be easily understood
- interpret and evaluate information for individuals and groups of students in order to decide on what to do next to support learning
- present and share information to build partnerships for learning (with parents, whānau, colleagues, boards)
- set challenging but achievable targets for improved student achievement.
Using Evidence in the Classroom for Professional Learning , presented by Helen Timperley, discusses the importance of teaching and leadership practice in enhancing teaching and learning.