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How might you assess or monitor student learning and identify next learning steps?

Tools

When students are at the heart of the assessment process, the potential for genuine learning partnerships and conversations is greatly increased. Assessment practice that is inclusive and informative will enable you to respond appropriately and effectively to the needs of your priority learners.

“Parents and whānau must be involved in conversations about their children and their learning. They need accessible, evidence-based information on how to support their children’s learning and success.”

Ka Hikitia - Accelerating Success: The Māori Education Strategy 2013 - 2017

Because financial capability is a broad theme which can be taught across many curriculum learning areas, teachers need to be aware of how to integrate the financial capability progressions with The New Zealand Curriculum learning areas, key competencies, and values, to develop authentic learning experiences with clear learning outcomes for students.

Discussion tools

These discussion tools are designed to be used within syndicates, teaching teams, or departments, or can be used in staff meetings.

Documenting students’ financial capability development

Creating clear, co-constructed learning outcomes and success criteria means that students are able to self- and peer-assess their learning.

Providing students with learning logs or portfolios means that evidence of their learning is accumulated over a period of time. Learning logs and portfolios can contribute to reporting when they are used as a basis of three-way – teacher, student, and parent conferences.

Learning logs, journals, or personal blogs – Students record their learning goals, along with evidence of their learning and reflections on their success in meeting goals in particular situations. If these are online parents/whānau, peers, and teachers can provide comments and feedback to support the learner in an ongoing way.

Portfolio/e-Portfolio – annotated evidence of learning – Students select items for inclusion and write descriptive reflections on what the evidence shows about their learning.

Questions to consider for planning, teaching, and assessment:

  • Have you identified and included knowledge from the financial capability progressions when developing your learning objectives?
  • Have you placed value on the learning of financial capability?
  • Is the learning context authentic and meaningful for your students?
  • Are your students able to articulate the financial capabilities they are developing as part of their learning? (This includes knowledge, key competencies, and values.)
  • Are your students able to provide feedback and ask questions to support the learning of their peers?

Student reflection strategies

“Formative assessment was an ongoing component of the unit of work, with feedback provided both verbally and in written form. We pursued teaching strategies which allowed teacher/student co-construction in the solving of problems.

Summative assessment was unit standard 24709 v1 which was assessed at the end of the unit. Although the unit of work allowed students the opportunity to gain credits if they passed, there was a conscious move away from assessment-driven tasks, allowing the opportunity for lessons to be more values-based. This was made more authentic by applying the unit to real life situations.”

Otahuhu College School story

Are you providing tools, time, and a variety of opportunities for students to reflect on their learning?

Some possible strategies include:

Learning blog – Students detail their learning experience for teachers, parents and caregivers, and peers to share or comment on.

Reflection/discussion prompts – Prompts relating to discussion about financial capability learning activities as part of homework/home-learning.

Peer reflection and discussion – Providing opportunities for students to share/discuss and/or provide feedback to each other about their financial decisions in particular situations.

10-minute reflection time – Welcome parents into classrooms at the end of the day to be part of a discussion about learning during the day.

Published on: 01 Dec 2013


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