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School stories

These stories describe how teachers are using assessment for learning practices to improve learning outcomes for students in their schools.

Primary stories

Kidspeaking the Literacy Progressions 6

Clarity about the learning

St Josephs Catholic School – Independent learning for new entrant students
At St Josephs Catholic School in Orakei, new entrant teacher Rebecca McGarry discovered that if her students were to become independent learners she needed to clarify and model the steps for them to take. 

Personalising assessment

Irongate School – "Kidspeaking" the literacy progressions 
Teacher Natasha Jacobs of Irongate School wanted to enable her students to be actively involved in assessment. With the help of other teachers that she enlisted through the VLN, they simplified The Literacy Learning Progressions criteria, by converting them to 'kidspeak'.

Te Kowhai School – Using "kidspeaked" literacy progressions
Juliet Dickinson, Deputy Principal at Te Kowhai School, was part of the VLN group to help 'kidspeak' the progressions. She found that encouraging students to take more ownership of evaluating and assessing work enabled them to make informed decisions about their learning.

Find out more on personalising assessment

Students who are clear about their learning can monitor their progress and seek feedback to improve their learning. Personalising learning enables students to take control of their own learning, with formative assessment practices helping to form the foundations. 

When teachers provide effective feedback during the assessment process, they establish an environment for improvement and success. Personalising assessment can support this by giving students the means to be actively involved and leading the assessment of their own learning in a collaborative manner. 

>> Secondary stories