e-Learning tools enable you to easily gather and share assessment information in ways that advance the learning of students.
Digital devices enable reflection not previously possible because of the ability to capture and replay learning. Because of the portability and immediacy of the replay, assessment and planning for improvement can happen quickly. When this reflection and learning has meaning for students, the process has potential to shift learning and create lasting and transformative change.
You can digital technologies to remove barriers and provide alternatives for students to share or demonstrate their learning, for example:
Involve students in identifying the supports they need. Provide options for students to select what works best for them.
Use these discussion starters in conjunction with the e-Learning Planning Framework to reflect on how you use technologies in your assessment processes and identify opportunities to improve your practice to meet the needs of all learners.
Use these practical steps in conjunction with the e-Learning Planning Framework , which will help you identify where you are at and where to next.
Mike Wilson, ICT Cluster Director at Sacred Heart Girls’ College, describes the benefits teachers found from inquiring into using Google docs and Google forms. They are using these tools with students to provide quick feedback as they prepare for NCEA assessments.
Communicating clear, dependable information about progress and achievement provides a basis for building a strong partnership between the child, the teacher, and the child’s parents and family/whānau.
Parents and whānau are a student's first and most important teachers. Building learning-focussed relationships and connections between parents, whānau, and teachers is vital for ongoing learning and success. Ākonga ( are the core participants in any learning environment and they need to be actively engaged in understanding their own actions and progress as learners.
Students at Motu School use e-portfolios for goal setting, sharing their learning, and reflecting on their progress. Students lead the three way conferences with parents and teachers, using the e-portfolios to share and explain their learning. This process means conversations about learning are more focused. Students value parent feedback and engagement in their learning. Having the portfolios online means parents can access and be part of their children's learning at anytime.
Digital tools allow the student, teacher and parents to share the learning process as each participant can contribute in real time to enhance current learning while also promoting further learning. A digital kete or e-portfolio will enhance: partnerships in learning, learning conversations, self-regulation, feedback, engagement, and assessment as learning. Using a digital kete or e-portfolio to track learning journeys supports formative assessment to improve future learning outcomes, is personalised with the students’ own voice and meets reporting requirements.
An e-portfolio is an electronic format for learners to record their work, their achievements and goals, to reflect on their learning, and to share and be supported in this process. It enables learners to represent information in different formats and to take the information with them between institutions.
e-Portfolios can be a digital platform for information collected throughout a designated time period that can be used as summative assessment.
e-Portfolios offer functionality for instant and formative feedback on learning activities, informing the direction of learning for both teacher and learner.
A learner can use an e-portfolio for personal reflection, to help them to become aware of their own learning habits and identify strategies to assist with their learning needs.
The curriculum progress tools website houses the Learning Progression Frameworks (LPFs) and the Progress and Consistency Tool (PaCT)work. It contains support for teachers and updates on the tools.
The Progress and Consistency Tool (PaCT) and Te Waharoa Ararau (TWA) are online tools that support teaching and learning. They are designed to help teachers make consistent overall teacher judgements in reading, writing, and maths.
The progress tools align judgments to the curriculum levels of The New Zealand Curriculum and Te Marautanga o Aotearoa respectively. They include levels 1-5+ of the curriculum. The tool is designed to make students’ progress and achievement in relation to curriculum more visible, putting teachers in a stronger position to support ākonga progress.
The PaCT helps teachers by:
Progress reports can be tailored and used for teaching and learning including conversations with students, parents, and whānau.
The PaCT is underpinned by the Learning Progression Frameworks (LPF) .
The LPF is an online tool that illustrates the significant steps students take as they develop their expertise in reading, writing, and mathematics from years 1–10, spanning levels 1–5 of The New Zealand Curriculum (NZC).
NZQA is transforming the way National Certificate of Educational Achievement (NCEA) external assessment is offered.
The move to digital assessment provides an opportunity to:
This approach to assessment supports innovation in teaching and learning. Students will be able to show their skills in different ways such as oral responses, simulation, and gamification. These assessment options have the potential to engage more students in ways that are meaningful, authentic and relevant to their individual needs and their culture.
Prepare students from year 9 for doing digital exams. To build appropriate skills, they should:
Identify supports students may need:
These snapshots are selection of examples of effective classroom practice in NZ describing the use of digital technologies for assessment.
In order to make learning more meaningful, teacher Gareth Manins, from Cambridge High School, personalised learning in literacy for his year 11 students by making shifts from "assessment driven" to "learner focussed lessons", and from "teacher in charge" to "student in control".
St Mary’s Catholic School in Tauranga trialled a system of online reporting using screencasting. They wanted a system that supported student self assessment and increased parents’ understanding and involvement in formative assessment.
Students at Ashburton Netherby School used digital technologies to share aspects of their learning.
Music students at St Peter’s College in Palmerston North used e-portfolios to record their reflections, compositions, and understandings.
Students from Mount Roskill Grammar School engaged in shared learning with their peers and subject teachers for NCEA Level 3 English using MyPortfolio.
Student ownership of learning at Fairfield Intermediate School in Hamilton was supported through MyPortfolio.
Students at Panmure Bridge School in Auckland improved their problem solving skills and mathematical knowledge through the use of Google Forms.
Students used software to support formative assessment in mathematics.
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Associate Principal and Senior Team Leader at Te Kura o Tiori Burnham School, Linda Sweeny, explains the process for setting up Blogger for students to use as an e-Portfolio.
Teacher, Jacqui Innes from Russell Street School describes how students individual e-portfolios and the class blog serve different purposes but work in conjunction with each other.
Russell Street School teacher, Jacqui Innes, describes the process and benefits of planning explicitly for what students will share on their e-portfolios.
Rob Clarke principal of Burnham School describes the benefits of using e-portfolios in the school community to connect with parents.
Mike Wilson at Sacred Heart Girls’ College, describes the benefits teachers found in using Google docs and Google forms to provide quick feedback to students as they prepare for NCEA assessments.
Teresa Cargo, Deputy Principal Sacred Heart Girls College, shares her teacher inquiry into using video with her year 13 students.
Students from Breens Intermediate share how they record their literacy goals and reflections on Google docs, which are shared with their teacher and peers.
Project coordinator Ariana Williams explains how and why Mutukaroa works, why it’s so important for parents to understand assessments, and the benefit for them of knowing how to support their child better at home.
Konini School teacher, Vicki Pimenta shares her approach to using the literacy progressions and raising student achievement in reading.
Rotorua Central Kāhui Ako leader, Nancy Macfarlane explains their staged process for implementing the PaCT for writing, reading, and maths.
Teachers from Hillcrest Normal School explain how students used iPads to document and reflect on their learning in the context of a science inquiry into the properties of milk.
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This website provides information about principles and practices of effective assessment to support learning, including teaching as inquiry. There is information on choosing and using assessment tools to best meet your needs.
Information and examples of e-learning tools, which can be used to gather and use assessment information in ways that advance the learning of your ākonga/students.
This rubric helps schools and teachers evaluate how well they are progressing in relation to Māori learner progress and achievement, including proficiency in te reo Māori.
Strategies and approaches for using technologies to provide inclusive and personalised learning pathways. This online guide includes a strategy to Support assessment and exams, including NCEA
Students can sit NZCER tests online. All PATs, STAR, and Science: Thinking with evidence tests can be taken through an attractive, easy-to-use online platform. Teachers can trial all of the online assessments.
In this online computer adaptive version of a PAT: Mathematics test, the computer selects the questions for each student based on the responses they have given to previous questions in the test. Students who struggle to answer the initial questions correctly are given easier questions until they begin to have some success. Students who do answer the initial questions correctly are given progressively harder questions until they start to answer some of them incorrectly. PAT: Mathematics Adaptive administers tests that are tailored to each individual student. An adaptive test will generally provide a more precise result for each student in a group than using one of the existing static PAT: Mathematics tests. In an adaptive test, the computer also makes sure that the questions being administered cover the normal range of mathematical topics assessed by PAT: Mathematics in the right proportions (number knowledge, number strategies, algebra, geometry and measurement, and statistics). The adaptive tests are suitable for students in Year 4 to Year 10. Students should be confident using a computer to complete a test.
In this online computer adaptive version of PAT: Reading Vocabulary Adaptive, tests are tailored to each individual student. Because the tests are well targeted in terms of difficulty level, an adaptive test will generally provide a more precise result for each student in a group than using one of the existing static PAT: Reading Vocabulary tests. The adaptive tests are suitable for students in Year 4 to Year 10. Students should be confident using a computer to complete a test.
This online assessment enables students to demonstrate their knowledge of te reo Māori vocabulary. It is for English-medium schools and is available from NZCER Marking beginning Term 1 2019.
The ARBs consist of 1246 assessment resources in English, Mathematics, and Science. These are for students working at levels 2–5 in New Zealand classrooms. NZCER have re-developed 150 resources into an interactive online format. To register, go to http://live.arb.nzcer.org.nz and create your unique account.
The progress and consistency tool supports teachers' professional judgments for mathematics, reading, and writing to improve the measurement of learner progress over time.
Find up-to-date resources which support schools to share information with parents and whānau.
This online assessment tool provides teachers and school leaders with information that can be used to inform teaching and learning programmes to maximise individual student learning.
A training webinar on the revised e-asTTle writing tool is available on Assessment Online. It is facilitated by the developers of the revised writing tool. It covers the new features of the tool, test creation, administration and marking, and how to best use the results to support teaching and learning.
Useful information and discussion tools to assist with monitoring the key competencies on the TKI Key Competencies website.
Information and resources on how schools lead, enable, and support the use of ICT to transform learning and teaching, and improve learning outcomes. This includes: curriculum planning, delivery, student ICT capabilities, ICT ethics, assessment and reporting, and reporting to parents. A webpage from the Department of Education and Early Childhood Development in Victoria, Australia.
A Google docs add-on called OrangeSlice:Teacher Rubric that converts an Analysis or Holistic rubric into a percentage or points grade. Useful for users of Google Classroom and Docs.
This ERO report summarises the national picture for targeted actions in our schools and provides examples from the schools successfully setting targets and taking actions that raised student achievement.
Preparing for a renaissance in assessment
In this article Sir Michael Barber (Pearson’s Chief Education Advisor) and assessment expert, Dr Peter Hill argue that current assessment methods are no longer working and new technologies will transform assessment and testing in education. It itemises steps in a "Framework for Action" that policymakers, schools, school-system leaders, and other key players use to prepare for the assessment renaissance.