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  1. Section Two: Evaluation processes and evaluative reasoning

    To achieve equity and promote excellence for all learners, internal evaluation must involve both good processes, and good evaluative discussion. In schools with effective internal evaluation, there were different points of view about what the data was saying, about issues and successes that affected students' learning and about what teachers might do next. Leaders, teachers and trustees did not simply go through the evaluation process as a series of discrete steps. They asked good questions, col...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/section-two-evaluation-processes-and-evaluative-reasoning/

  2. Background

    The abovesection includes definitions of literacy and mathematics as they have been applied in this evaluation. These have been sourced from the Ministry of Education, research publications, and ERO’s previous evaluation findings. Also included is information about some of the professional development projects linked to this evaluation.What is literacy as it applies to adolescent learning?The International Reading Association position statement defines adolescent literacy in 21st century lear...

    https://www.ero.govt.nz/publications/literacy-and-mathematics-in-years-9-and-10-using-achievement-information-to-promote-success/background/

  3. Purpose and focus

    Effective Communities of Learning | Kāhui Ako are clear about the purpose and focus of their collaboration. The learner is firmly at the centre and identifying what matters to improve their outcomes underpins vision, purpose and focus.Working collaboratively to identify a small number of ambitious and measurable achievement challenges, that are clearly articulated and understood by students, teachers, leaders, parents and whānau provide the basis for the CoL | Kāhui Ako focus.The starting poi...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-in-action/purpose-and-focus/

  4. Introduction

    Pacific student achievement 2009 and 2010All students have the right to a high quality education regardless of their cultural, linguistic or socio-economic backgrounds. Students with varying identities, language, backgrounds, abilities and talents need to be recognised and affirmed and have their learning needs addressed in an inclusive school environment. (ERO’s Evaluation Indicators for School Reviews 2011: The diversity of students and their education). [2]ERO is committed to building sch...

    https://www.ero.govt.nz/publications/improving-education-outcomes-for-pacific-learners/introduction/