Results for "Assessment in Primary Schools"

Displaying Page 5 of 5

  1. Findings

    ERO evaluated whether a school’s appraisal system was effectively contributing to improvements in teacher capability and student outcomes by investigating: how well the appraisal policies and procedures emphasised the focus on improving teacher practices and student learning and achievement how closely the appraisal goals reflected both school and personal goals how deliberately and thoroughly the appraisal processes linked teacher practice with student outcomes how rigorous the attestation pr...

    http://www.ero.govt.nz/publications/supporting-school-improvement-through-effective-teacher-appraisal/findings/

  2. Conclusion

    The schools in this evaluation were at various stages in their provision. Many had established a shared understanding of gifted and talented education (GATE), and had implemented programmes that were beneficial to gifted and talented students. A few schools were just beginning to make special provision for gifted and talented students.School leaders were enthusiastic about supporting the achievement of gifted and talented students in just over half the schools. This foundation was beneficial to...

    http://www.ero.govt.nz/publications/schools-provision-for-gifted-and-talented-students/conclusion/

  3. Findings

    Overall findingsERO found that there were four distinct groups of schools of the 93 that had participated in ALiM and ALL. Twenty-eight percent of schools were strategic and successful in their actions to accelerate progress and had a whole school focus on underachievement. Twenty-five percent of schools had strategically trialled a new approach that had successfully accelerated progress for the students involved. They were now developing systems for the whole school to benefit from the trial...

    http://www.ero.govt.nz/publications/raising-achievement-in-primary-schools-alim-and-all/findings/

  4. Examples of good practice

    The examples of good practice for each of the evaluation questions have been drawn from data collected from schools for the evaluation report The Collection and Use of Assessment Information in Schools.The findings are structured under the following headings. School-wide approach to assessment practices and information. The demonstration of students’ achievement and progress. The interaction of assessment with teaching and learning. Students’ use of achievement information for further learn...

    http://www.ero.govt.nz/publications/the-collection-and-use-of-assessment-information-good-practice-in-primary-schools/examples-of-good-practice/

  5. Overall findings

    In an overwhelming majority of schools, we identified and observed specific, useful teaching strategies. In some cases, effective practices were visible across the school; in others, they were found only in particular syndicates or classrooms. Generally, leaders and teachers were interrogating and responding to their assessment data. They knew which children were not achieving at the expected level and were trying different things to bring about ongoing improvement.Some leaders were able to conf...

    http://www.ero.govt.nz/publications/teaching-approaches-and-strategies-that-work/overall-findings/

  6. Findings

    PresenceThe Pasifika Education Plan’s ‘compass for success’ places high priority on students’ presence at school. Presence includes not only attendance and retention, but also the incidence of disciplinary actions such as stand-downs, suspensions, exclusions and expulsions.ERO found that day-to-day school attendance was not a significant problem for Pacific students in just over 30 percent of schools. Retention levels in secondary schools were also improving. This finding is similar to t...

    http://www.ero.govt.nz/publications/promoting-pacific-student-achievement/findings/

  7. Findings

    School targets, achievement goals or expectations reflected or aligned with the principal’s appraisal in one-third of schools (34 percent), and with teachers’ appraisals in one-third of schools (35 percent). In 38 schools (21 percent) both principals and teachers had appraisal goals linked to school targets or achievement goals.Principals in most other schools did not have goals that linked directly or specifically to priority learners or charter targets. In six percent of schools, the princ...

    http://www.ero.govt.nz/publications/board-employment-responsibilities-linking-charter-targets-to-appraisal-in-primary-schools/findings/

  8. Appendix 5: ERO's literature review of risk factors to Year 9 school success

    In May 2016, ERO completed a literature review (see below) of the risk factors likely to be important in Year 9 Plus outcomes in 2016, using a social investment approach. We did this as background for the student voice interviews we undertook later that month. The highest risk factors found in the review to be significant to later educational success after Year 8 in schooling are in Figure 17. Figure 17: Risk Factors to Year 9 student engagement and achievement Family background Household...

    http://www.ero.govt.nz/publications/year-9-plus-2016-the-first-year-year-9/appendix-5-eros-literature-review-of-risk-factors-to-year-9-school-success/