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Secondary stories

Clarity about the learning 

Excellere College – Clarity about the learning gives students confidence and NCEA success
As part of a Leadership and Assessment PLD contract sole-charge physical education teacher at Excellere College, Ben Keyte, supported by the facilitator, inquired into his own teaching capabilities and practices in order to improve the learning in his classroom.

Excellere College – Assessment for learning in practice in a year 11 classroom
Ben Keyte, sole-charge physical education teacher at Excellere College, tells how the use of fundamental assessment for learning strategies in his classroom helped his year 11 students with NCEA success.

Personalised assessment practice.

Personalising assessment

Cambridge High School – Personalised assessment practices in a secondary context
Gareth Manins, teacher from Cambridge High School, decided to personalise assessment practices in order to make learning more meaningful for his year 11 literacy students. He set out to do this by making shifts from 'assessment driven' lessons to 'learner focused' lessons, and from 'teacher in charge' to 'student in control'. 

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. 

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