Takapuna Grammar School Assessment Policy
In general terms, assessment will take 2 forms:
Formative assessment structures and practices help students to improve their understanding of what constitutes excellence and where their own work stands in relation to this. Formative assessment is also important for the teacher, as it will provide detailed feedback on the nature of the students’ strengths and limitations and on the effectiveness of the teaching and learning related to a course. The emphasis, a key component of learning-how-to-learn, is on making the student a better judge of their own performance and then helping them develop strategies to improve (metacognition).
Summative assessment is concerned with measuring student performance against a predetermined set of assessment criteria to judge levels of attainment. Students are aware of what the criteria are in advance and will likely have practiced in advance and seen exemplars of appropriate performance. Teachers will also use summative assessment expectations and practices to help students improve performance in a formative way.
In summary assessment serves three purposes:
1. Diagnostic: Teachers draw on evidence to determine effective teaching practices that will to enable them to work with diverse groups of students (culture, background, learning needs). Awareness of the students that they will be working with and their prior knowledge is vital when they first meet students
2. Developmental: Student achievement information is gathered to monitor progress towards planned goals and outcomes. This is used to feed back to students to inform them on their progress and learning. It is also used to inform teachers for their own planning and practice
3. Evaluative: Assessment which is summative seeks to snap shot a student at a particular place and time in relation to a pre-determined outcome. This can evaluate students relative to each other or can judge their capacity relative to a standard (standards based assessment).
Information about students gathered through assessment should be reported back formally to students and parents. This reporting will be regular, individual and detailed and is intended to support future learning.
Relationship to the KCRS Philosophy:
Knowing: developmental assessment to inform students of their progress towards understandings and teachers judging how their pedagogy is enabling this
Connecting: diagnostic assessment to find out what students know (prior learning) and how this can be built upon
Relating: evaluative assessment to determine progress towards intended pathways or future learning
Supporting: positive and continual feedback and feed forward to build confidence, a sense of personal achievement and high level achievement
1. Summative assessment in Years 9 and 10 will be Standards Based Assessment with an outcome measured by the codes
Achievement with Merit
Achievement with Excellence
This assessment will reflect performance against the appropriate achievement level of the New Zealand Curriculum.
Year 11 assessment will derive from NCEA and Years 12 and 13 from NCEA and IB and will follow their specific criteria, standards and procedures. All assessment should be measured against published criteria and performance standards
2. Departments will use a range of assessment methods, including written tests, oral assessments, group work, practical and assignment work. Where practicable, these will be written by a variety of departmental staff and interclass moderation or inter- class marking will be used to ensure interclass comparability.
3. Feedback to students and parents should occur regularly. This will be in part through the school determined reporting systems and conferences, but should also be on an individual basis when and where it would support a student’s learning outcomes.
4. Students will be given specific course statements, assessment criteria and completion requirements for external awards. Students will also be given detailed information on their internal assessment requirements and the objectives against which they are being assessed. Students may discuss their allocated grades with their teachers, but reconsideration can only be undertaken in accordance with the appeals procedure outlined in the NCEA and IB manuals.
5. All students enrolled in the school must submit work that is authentic. Students will be required for both NCEA and IB to sign an authenticity statement at the beginning of the course. This will acknowledge that they are ultimately responsible for ensuring all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged.
6. Data from internal and external assessment will be collected through the SMS (Student Management System) and provided to students and teachers as feedback to inform and improve their teaching and learning. This will include diagnostic information collected at the student’s entry into the school. Macro data will also be informed to the Board of Trustees regularly by the Principal.
7. There will be a copy of the handbook of procedures specific to both the National Qualifications Assessment Procedures and the IB Diploma Procedures available to staff, students and parents. This will be updated annually. All external examinations will be held under the conditions required by the examining authority (NZQA or the IBO). The Deputy Principal Assessment and Reporting, with the Principal’s Nominee and the IB Coordinator will be responsible for ensuring these conditions are met.