Appendix 1: Questions used to guide this evaluation

ERO sought specific information through the following questions:

  • How do school leaders use student achievement information to inform their self review, set achievement targets, and make resourcing decisions to support students’ learning, progress and achievement?
  • How are school leaders preparing to use information about student progress and achievement in relation to the National Standards to set targets in their school’s 2011 charter?
  • How are school leaders supporting teachers to develop confidence and understanding in making evidence-based decisions to ensure consistency and reliability of their judgements about student progress and achievement in reading, writing and mathematics?
  • How are school practices enabling teachers to use assessment data in reading, writing and mathematics to focus their teaching, particularly for identified groups of students?
  • How are school practices enabling teachers to make judgements about student achievement and rates of progress in reading, writing and mathematics using data from a variety of sources?
  • How are school practices enabling teachers to develop confidence to make consistent and reliable judgements about student progress and achievement in reading, writing and mathematics?
  • How are school practices enabling teachers to report or to prepare to report their judgements about students’ progress and achievement against the National Standards to parents in plain-language written reports?
  • How are students involved in understanding their progress and achievement in relation to the National Standards? What involvement do they have in assessing their learning, setting their goals and deciding their next steps for learning?
  • To what extent are the National Standards understood by teachers, school leaders and trustees?
  • What support have teachers, schools leaders and trustees accessed to help them to work with the National Standards? What impact has this support had? What support do teachers, school leaders and trustees need to support them to work with the National Standards?
  • Have school leaders, teachers and trustees used the Ministry of Education’s self-review tools? If so, how?
  • How prepared is this school to work with the National Standards as part of its teaching and learning in The New Zealand Curriculum?
  • How well is this school placed to sustain ongoing improvement and promote progress and achievement for all students?