Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:


e-Learning tools enable you to easily gather and share assessment information in ways that advance the learning of students.

Using digital technologies, such as text-to-speech can be used to remove barriers for students and enable them to share or demonstrate their learning.

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.

Taylor, L. Fagan, T. & Dunmill, M. (2014)

Use these discussion starters in conjunction with the e-Learning Planning Framework  to identify how you can use technologies in your assessment processes.

Principals and school leaders

  • To what extent does your school adopt broad, differentiated assessments to ensure success for all students?
  • How can technologies be used to record, analyse, and report on student progress and performance in all aspects of the curriculum over time?
  • How does the school use technologies to engage with and report progress to the wider community?


  • Students using digital technologies
    What might it look like when students are managing and reflecting on their own learning through the use of technologies?
  • How might technologies be used to facilitate and enhance the way you and the students monitor and share progress and performance?
  • How might technologies allow parents/caregivers/whānau to interact with their children’s learning?
  • What achievement data – specifically related to your diverse learners, for example Māori, Pasifika, and special needs – is gathered, and analysed to inform planning?

Use these practical steps in conjunction with the e-Learning Planning Framework .

Principals and school leaders

  • Provide appropriate technologies so students and teachers can collect and organise examples of performance in a variety of formats such as audio, graphics, video, and text.
  • Provide professional development opportunities for teachers to become confident and capable users of digital technologies such as LMS, SMS, e-portfolios for assessment purposes.
  • Trial and review e-learning assessment practices, for example e-portfolios, so that learning is shared with family/whānau and encourages the wider community to engage, participate, and interact with their child’s learning.


Student using technology

Use a teaching as inquiry process to trial and develop successful ways of using digital technologies. Build your understanding of how digital technologies can be used to collect evidence, self reflection, and assessment progress. Focus on setting up systems and using digital technologies so learners can: 

  • show how they are learning
  • show what they know or can do rather than what they can’t
  • become self-regulated learners and determine their own learning goals and plans
  • establish what they already know, assess their strengths and weaknesses, to co-construct and design a learning plan
  • stay on task, track their own progress, build on successes, and adjust to failures.
  • explore using technologies enable all students to participate equitably in assessments, for example using text-to-speech, screen readers.  

Share examples of effective practice with colleagues and the wider community.

Teacher inquiries into using Google docs from CORE Ministry Video on Vimeo.

Mike Wilson, ICT Cluster Director at Sacred Heart Girls’ College, describes the benefits teachers found from inquiring in using Google docs and Google forms. They are using these tools with students to provide quick feedback as they prepare for NCEA assessments.

Key resources

Teacher standards: Design for learning

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.

Enabling e-Learning: Teaching community  

Join the community and participate in discussions to explore how effective teaching with technologies can support all ākonga/learners.

More examples in the School stories and Snapshots of learning tabs » 

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.

Each child’s parents and whānau are their first and most important teachers. Building learning-focussed relationships and connections between parents, whānau, and teachers is vital for each child’s ongoing learning and success. Children 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.

What is the progress and consistency tool (PaCT)?

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 PaCT helps teachers by:

  • providing a rubric for assessing students
  • keeping track of student achievement data
  • creating informative reports that illustrate student, class, school, and Kāhui Ako progress; and provide feedback to parents and whānau
  • streamlining paperwork and reducing reporting workload.

Features of the tool

New features designed in 2018 make students’ progress and achievement in relation to The New Zealand Curriculum more visible, putting teachers in a stronger position to support ākonga progress.

New progress features include:

  1. Expected curriculum progress: This shows the progress expected through levels 1 to 5 of the curriculum. It is based on the expectation that students will take two years of schooling to move through each level of the NZC. It provides a visual trajectory for expected achievement and appropriate rates of progress in relation to the demands of the curriculum.
  2. Typical progress: This shows the achievement of the middle 50% of students (between the 25th and 75th percentiles). It is based on data collected within PaCT. It shows student achievement in relation to the wider population.
  3. Progress trend: This shows what the student’s expected rate of progress will be over the next 12 months, if learning conditions are unchanged. It is based on the student’s achievement over the previous 14 months.
  4. Progress narratives: Concise general descriptions, which summarise what students can usually do when they achieve at different stages of the New Zealand Curriculum levels (this is shown on the PaCT scale).

Progress reports can be tailored and used for teaching and learning including conversations with students, parents, and whānau.

Find out more information and get support

Update on progress tool for Māori medium – Te Waharoa Ararau (TWA)

Kura are strongly encouraged to keep using Te Waharoa Ararau and can continue to access support for this progress tool from Kia Ata Mai Trust .

Anga Tupuranga (learning progression frameworks) will be developed and tested with the Māori medium sector throughout 2019. Concept design thinking for the Anga Tupuranga is grounded in te ao Māori and mātauranga Māori as Te Marautanga o Aotearoa identifies the need to consider knowledge and skills relevant to the learner from the old world, the contemporary world and the new world.

Introducing the Curriculum Progress Tools

The curriculum progress tools website explains how Learning Progression Frameworks (LPFs) and the Progress and Consistency Tool (PaCT)works.  They can see how they can support teachers and students and ways reports can be used as powerful tools to support planning and student progress.

How to use PaCT

PaCT supports teachers make consistent overall judgements of student progress. Learning progression frameworks illustrate the stages of learning for mathematics, reading, and writing. An "engine" captures teacher judgments on aspects of mathematics reading and writing and recommends an overall judgment that a teacher confirms or reviews. 

Making judgements using the PaCT  
The PaCT for teachers section of the website has a series of interactive online modules that guide teachers through using the tool.

PaCT reports – for teachers
The interactive module on this page provides a tutorial for using the PaCT reports. 

The learning progression frameworks

The PaCT is underpinned by the Learning Progression Frameworks (LPF) .  

The LFP 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).

The frameworks:

  • prompt teachers to notice what students know and can do across the breadth of mathematics and as they use their reading and writing to support their learning in different areas of the curriculum
  • support teachers to understand how students develop their expertise in reading, writing, and mathematics
  • assist teachers to identify the reading, writing, and mathematics demands of the programmes they provide for students
  • clarify the reading, writing, and mathematics competencies students require in order to be successful in a technology- and information-rich society
  • illustrate rich teaching and learning activities in everyday classroom programmes
  • support schools to plan coherent learning pathways for students transitioning across school contexts.

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.

Assessment of learning

e-Portfolios can be a digital platform for information collected throughout a designated time period that can be used as summative assessment.

Assessment for learning

e-Portfolios offer functionality for instant and formative feedback on learning activities, informing the direction of learning for both teacher and learner. 

Assessment as learning

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.

More information about using e-portfolios in the classroom »

What does digital assessment mean?

Digital assessment is the use of technology for assessment purposes rather than the traditional pen and paper.

The focus of NZQA’s digital assessment programme is on the student and assessment not the technology. The technology is an enabler for positive change for assessment.

More information on NZQA Digital assessment trials and pilots »

NZQA is working towards moving external student assessment to the online environment. In 2019, 14 subjects are being offered online in end of year exams with the range of subjects expanding from 2020 and beyond.

NZQA Digital assessment: NCEA Online

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.

 See also:

Preparing your students for digital exams

Prepare students from year 9 for doing digital exams. To build appropriate skills, they should:

  • use devices on a regular basis
  • be competent at reading and writing online
  • take the opportunity to practice with tools provided when online assessments are created.

Identify supports students may need:

  • Do they need tools such as a screen reader or text-to-speech to support them with reading and writing online? 
  • Are students competent at typing? Do they need practice with keyboard skills?
  • Do they know how to alter the size of font on the screen to make it easier to read?
Key resources
Learner on e-Portfolio

Information and practical examples to help you get started with e-portfolios – including the different technologies you can use, and how to implement their use.

Assessment online logo

Reporting to parents and whānau
Up-to-date resources supporting schools to share information with parents and whānau.

Filter by: Primary Secondary

Screencasting - St Mary’s Catholic School

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.

Tags: Assessment, English, Multimedia – graphics/animation, Multimedia – video, Primary, Upper primary


Students at Ashburton Netherby School used digital technologies to share aspects of their learning.

Tags: Assessment, Social sciences, Multimedia – audio/music/sound, Presentation, Lower primary, Primary


Music students at St Peter’s College in Palmerston North used e-portfolios to record their reflections, compositions, and understandings.

Tags: Assessment, The Arts, e-Portfolios, Lower secondary, Secondary


Students from Mount Roskill Grammar School engaged in shared learning with their peers and subject teachers for NCEA Level 3 English using MyPortfolio.

Tags: Assessment, English, e-Portfolios, Secondary, Upper secondary


Student ownership of learning at Fairfield Intermediate School in Hamilton was supported through MyPortfolio.

Tags: Assessment, Mathematics and statistics, e-Portfolios, Primary, Upper primary

Google Forms

Students at Panmure Bridge School in Auckland improved their problem solving skills and mathematical knowledge through the use of Google Forms.

Tags: Assessment, Mathematics and statistics, G Suite, Primary, Upper primary


Students used software to support formative assessment in mathematics.

Tags: Assessment, Mathematics and statistics, Utilities/tools/gadgets, Primary, Upper primary

Sorry, no items found.

Personalised assessment practices in a secondary context

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".

Filter by: Primary Secondary

e-Portfolios in the classroom

e-Portfolios in the classroom

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. 

e-Portfolios - the benefits for student learning

e-Portfolios – the benefits for student learning

Deputy Principal Miranda Makin explains the benefits of using e-portfolios for students participating in the Impact Projects .

Sharing learning using the class blog and e-portfolios

Sharing learning using the class blog and e-portfolios

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. 

Using e-portfolios to record the learning process

Using e-portfolios to record the learning process

Russell Street School teacher, Jacqui Innes, describes the process and benefits of planning explicitly for what students will share on their e-portfolios.

Using e-portfolios to share students learning

Using e-portfolios to share students' learning

Rob Clarke principal of Burnham School describes the benefits of using e-portfolios in the school community to connect with parents.

Teacher inquiries into using Google docs

Teacher inquiries into using Google docs

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.

Teacher inquiry into improving NCEA learning outcomes

Teacher inquiry into improving NCEA learning outcomes

Teresa Cargo, Deputy Principal Sacred Heart Girls College, shares her teacher inquiry into using video with her year 13 students.

Goal setting and reflection: Literacy learning supported by Google docs

Goal setting and reflection: Literacy learning supported by Google docs

Students from Breens Intermediate share how they record their literacy goals and reflections on Google docs, which are shared with their teacher and peers.

Mutukaroa – Connecting with whānau

Mutukaroa – Connecting with whānau

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.

Student ownership of reading goals supported by QR codes

Reading goals supported by QR codes

Konini School teacher, Vicki Pimenta shares her approach to using the literacy progressions and raising student achievement in reading.

Teacher looking at data

Implementing PaCT across the Rotorua Central Kāhui Ako

Rotorua Central Kāhui Ako leader, Nancy Macfarlane explains their staged process for implementing the PaCT for writing, reading, and maths.

Science experiment with milk being recorded on iPad

Improving learning outcomes using iPads

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.

Sorry, no items found.

Key resource
Assessment online logo

Assessment Online  
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.

Teacher standards: Design for learning
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.

Measureable Gains Framework

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.

PATs, STAR, and Science: Thinking with evidence available as online tests
Students can now 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.

PAT: Mathematics adaptive

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.

PAT: Reading vocabulary adaptive

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.

Te reo Māori: An online language assessment, Years 4–9

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.

Assessment Resource Bank
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.

Progress and Consistency Tool (PaCT)
Find out more about the progress and consistency tool being developed to support teachers' professional judgments for mathematics, reading, and writing, and to improve the measurement of learner progress over time.

Assessment online logo

Assessment online – Reporting to parents and whānau  
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.

e-asTTle Writing Webinar
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.

Monitoring the Key Competencies
Useful information and discussion tools to assist with monitoring the key competencies on the TKI Key Competencies website.

eLearning ICT Showcases l Learning, Teaching & Assessment, Reporting
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.

Here is an excellent Google Drive tool for creating rubrics
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. 

Raising student achievement through targeted actions

Raising student achievement through targeted actions
This ERO report summarises the national picture for targeted actions in our schools and provides examples from the schools that were doing best in 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.