Teachers collected, analysed and annotated samples of work, and assessments were stored in individual profiles for all essential learning areas. Expectations had been arrived at through excellent target setting and analysis of aggregated data. In one urban school where students were involved in the assessment process, teachers gave students frameworks for self assessment that challenged them to reflect deeply on the quality of their work. All staff had training in formative assessment, planning, and the use of school-wide benchmarks. Good medical practice content. In one rural school, the use of national exemplars and involvement in professional development helped teachers to become increasingly consistent in their assessment judgements in all curriculum areas. All staff contributed to the development and refinement of the school’s written guidelines, which outlined the expectations for the administration, marking and checking of assessments at each year level. Effective analysis of data, from many sources, identified where additional support or extension was needed. The principal was responsible for assessment and ensured that: In the three previous years teachers had undertaken professional development focused specifically on assessment, such as helping students to describe their intended learning in simple language, based on achievement information. The following sections discuss how schools have developed good practice across these key aspects, and give examples. Teachers provided differentiated programmes and focused teaching and learning opportunities to cater for their students’ diverse learning needs. Thanks to a thorough peer-review process, we are happy to present to you a selection of Good Practice examples with the aim of increasing access for all European citizens to literacy provision. Teachers helped their students reflect on their progress towards their goals. Students interpreted and used information for further learning. Parents reported that portfolios had increased their understanding of, and involvement in, their child’s learning and achievement. The requirements for the student portfolios were clearly set out and these valuable records were consistent across the school. Information on students’ progress and development is also necessary. Students had opportunities to reflect on their goals both informally and formally, with some teachers providing time during the class programme for discussion and additional curriculum support for students toward their specific goals. Moderation in syndicates and across syndicates helped promote consistency of judgements. See CamelCase naming of variables. Teachers were skilled at using this analysis to plan teaching and learning programmes. "Since qualifying as a nursing associate in December 2018, I have been employed in the emergency department of a busy city hospital. Shared facilities and toilets. Key personnel, such as senior managers, reviewed the collection, analysis and use of this information to ensure students’ achievements and progress were accurately recorded. You can read more about our cookies before you choose. Through sharing ideas and offering advice about the needs of specific groups or individuals, teachers focused on adding value to student learning. As a result students, with their parents and teacher, set their own specific and relevant learning goals. The FRC proposes in the 2018 Corporate Governance Code: 1. Information on students’ achievement was used to identify and monitor groups of students who may have been of interest or concern. Students knew how well they were learning in relation to personal and curriculum goals. Teachers had developed a comprehensive set of benchmarks to gauge student progress and achievement in these areas. A practical understanding of assessment processes and expected learning outcomes was clearly articulated. One oral and three written reports to parents each year clearly identified achievements and students’ next learning steps. They must all be applied to obtain effective and reliable control. Senior management and teachers used the results to provide learning experiences that met the specific needs of individuals and groups of students. The parent trustee had close links with the community. The My Home Life project has established eight pillars of good practice that it is promoting among care homes. They had developed tools to assess student progress and achievement in all curriculum areas, not just literacy and numeracy. Student portfolios showed achievements and efforts of students. Well-structured planning and assessment systems helped teachers to link achievement information directly to the identified learning priorities for each student and to overall school priorities for achievement. These examples of final Action Plans show a range of approaches taken by local authorities to the development of Action Plans within their Air Quality Management Areas (AQMAs), which vary in size and range of emission sources. In one provincial town school, parents were informed about assessment processes through student portfolios, three-way conferences and through information in regular newsletters. An effective three‑way learning partnership among student-school-community occurs when all parties are fully informed about achievements and progress. Our advice for clinicians on the coronavirus is here, Good practice – engaging with young people, Good practice in dental commissioning in London, Good practice in general practice – Alltogether Better, Good practice – Prime Minister’s Challenge Fund, Involving people in health and care guidance, COVID-19 affect on involvement activities. As a result parents requested workshops on ‘How to help my child with reading.’. Department of Health for funding the project. More demanding criteria for remuneration policies and practices. The interaction of assessment with teaching and learning. They analysed and interpreted student information, identifying strengths and weaknesses, and what was mastered or not achieved. Well-established classroom routines allowed teachers to engage in focused learning conversations with individuals. Teachers had rich information about their students’ progress and achievement. School benchmarks were based on national exemplars. Schools collected information using a wide range of nationally referenced and school-developed assessment tools including: In one urban school, electronic and print samples of each student’s work were compared with national exemplars. Senior managers were responsive to the implications of student achievement information, and provided support interventions and resources to help teachers address any issues. Good practice – engaging with young people; Specialised services; Clinical Commissioning Groups (CCGs) NHS trusts; Primary care. In schools demonstrating good practice, teachers shared detailed written and oral reports with parents, in addition to providing information about curriculum initiatives. Focused, five-week book experience programmes helped these students to develop skills and understanding about the language and concepts of print, books and literacy. In 2005 and 2006 all teachers undertook professional development on formative assessment and learning pathways. A report for local authority commissioners. How could this website work better for you. Standardised tests, teachers’ own judgements, and comparisons with national exemplars were used to assist in making assessment decisions. Good practice and case studies examples. ERO evaluated how effectively teachers were using assessment information to responsively guide teaching. In one urban primary school, all students were tested regularly in key aspects of the curriculum using a range of assessment tools, as appropriate and relevant, including the Numeracy Project Assessment (NumPA), Assessment Tools for Teaching and Learning (asTTle), and samples of students’ work. The targets were based on well‑analysed data and consideration was given to all curriculum areas. Children’s and adult’s groups should always have separate spaces. Two of the examples of good practices … Student achievement information was analysed to gauge student progress, achievement and the effectiveness of specific areas such as teaching practice. In the previous three years teachers had undertaken professional development in Assessment to Learn (AtoL). For instance, the development of an integrated approach to assessment practice depends on the purposeful interaction of assessment with teaching and learning. Along with a formal interview and three written reports, parents were invited to a hui each term. This included teaching and learning items as well as diagnostic tests. Robust processes were established for consultation and reporting to the Māori community. We have seen the local government sector pool its resources, respond to new problems with innovative solutions, as well as recovery and renewal. Trustees’ understanding of student achievement was sound, due to regular discussion of the achievement information. LAQM Reporting: Examples of Good Practice - Action Planning. Teachers also worked on developing a shared understanding about how to administer, interpret and best use assessment information, including STAR results and running records. In one urban school, students took the portfolios home each term to share with parents. And if you are looking for the latest travel information, and advice about the government response to the outbreak, go to the GOV.UK website. They were also well informed about how the school was working to meet the child’s interests, aspirations and learning needs, and how the partnership between school and family or whānau could be enhanced. For research into various aspects of the PTMF, visit the Research and Publications section. Of the roll, 40 students were New Zealand European/Pākehā and. Boards of trustees had developed close relationships with the Māori community, who were involved in establishing processes to improve the achievement of Māori students. Schools gave students and their parents useful and relevant assessment information, and actively sought parents’ views and knowledge about their children. There were clear links between achievement information results and, through well-considered analysis, informed decision-making by teachers about programmes for individuals. Students understood oral feedback and the identification of next learning steps, and said that conferencing “helps you to write another thing like that without making it the same. UN DESA hosted the online event "Good Practices on SDG Implementation - Inspiring Examples to Drive Change" on 2 December, 2020, from 9AM to 10AM (EST). They often developed detailed manuals on the assessment practices to be used in schools. Education, Health and Care plans: Examples of good practice The first part of this document includes excerpts from real EHC plans that were collected through the local Independent Support network. For assessment systems to work well, teachers need to develop shared understanding about the purposes of assessment and about appropriate learning and achievement expectations for their students. This collaborative direction-setting was part of an inquiry approach to teaching and learning. 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