National Conference Presentations 2021
It is with pleasure that we can open up to the public the video presentations from our conference in October 2021. There is a wealth of educational assessment knowledge to be found here, covering all manner of topics concerning assessment, including assessment for learning, data collection and analysis, aromatawai, narrative assessment and much more.
Almost all presentations from the 2021 virtual conference can be found here, organised in the same order as they appeared on the day of the conference. To help you in deciding which presentations to watch first, we have provided category tags. You can filter by tag through the ‘Category’ drop down menu in the top left hand corner.
To refresh the table back to its original order click here
Webinar Title Webinar Summary Category hf:doc_tags Kaye Brunton and Sue Chalmers discuss the critical role of the Assessment Principles in implementing sound assessment, as well as good teaching practice. Focusing on the positive influence of assessment on student achievement, they explore ways in which teachers/kaiako can evaluate their own assessment practice against these principles, and raise awareness of the pitfalls that can result in assessment negatively impacting students/ākonga. Kaye is a former primary school principal who is now a consultant with Evaluation Associates. Sue is the Chief Advisor Assessment for NZQA. They are both members of the NZAI Executive. assessment for learning, keynote, NCEA, years 1-13 assessment-for-learning keynote ncea years-1-13 Narrative assessments – capturing and building on the ‘wow’ moments in children’s learning Lisa Pearson and Cheryl Hill from Ormiston Primary School share how narrative assessments were introduced, have changed and have adapted to different stakeholder expectations and requirements over the last five years. They also explore and discuss how they plan to enable all key players – learners, educators and whānau – to capture, share, celebrate and co-design narrative assessments and next steps for our learners. Lisa and Cheryl are Associate Leaders of Learning at Ormiston Primary School. narrative assessment, years 1-8 narrative-assessment years-1-8 Kylie Valentine, from Tauranga Girls’ College, shares the beginnings of a journey to challenge traditional, secondary school pedagogical norms; to shift the holy grail from assessment and achievement to agency and achievement. Her Influencer team is attempting to live rather than just espouse the theory of “knowing thy learner”. They’ve developed the realisation that Assessment for Learning is critical in a secondary context and are working to embed it. Kylie represents a team of Middle and Senior Leaders in the college who are knowledge building and challenging their own assumptions about learning and teaching. assessment for learning, years 9-13 assessment-for-learning years-9-13 Hope Griffin and Lynn Kilpatrick, from Stonefields School, show you how to gain a school wide picture of student voice, and demonstrate how this can be used to inform and shape teacher practice. Lynn, a PE specialist, demonstrates how she assesses a schoolwide picture of confidence, progress and learning in the subject. They examine some tools that are used by teachers at Stonefields School to purposefully assess student engagement and wellbeing. Hope and Lynn are teachers at Stonefields School with interests in designing rich learnimg. assessment for learning, data collection and analysis, years 5-13 assessment-for-learning data-collection-and-analysis years-5-13 Darcy Fawcett reports on the data analysis and coaching methodology he has developed. ‘It Worked! Data analysis made easy’ supported schools and teachers to make better use of their data to design, evaluate and share their teaching initiatives. The presentation focusses on the successful use of ‘It worked!’ by 28 middle leaders in three secondary schools during the 2019/2020 NCEA reporting cycle. Darcy continues to dedicate his rich career and PhD research to supporting teachers to develop their practice and hence improve outcomes for all students. data collection and analysis, years 9-13 data-collection-and-analysis years-9-13 Whanaungatanga, manaakitanga and rangatiratanga are Māori values that we instil in our students through the theory of ako. These values are the foundation of a document called Te Poukapa Āheinga mā te Kaiako me te Ākonga. (Assessment for Learning Teacher and Student Capabilities Matrix). In this presentation you will learn the whakapapa of this document. The workshop also focuses on Mātauranga Māori and building cultural capability. He waka eke noa – We are all in this waka together Harata Day and Hiria Wallace are Education Consultants with Te Huinga Kākākura Mātauranga/Evaluation Associates Ltd, with extensive careers in education. aromatawai, cultural capability, years 1-13 aromatawai cultural-capability years-1-13 Technology is never a silver bullet; just because you can digitise assessment, it doesn’t mean you should. However, there are compelling opportunities for digital external assessment to better serve students. This presentation outlines some of the questions NZQA is asking, the topics they are researching, and how this work is underpinned by the principles of assessment. Andrea Gray is Deputy Chief Executive, Assessment and Digital Assessment Transformation at NZQA and leads all work in the senior secondary area. This places her in a perfect position to oversee the integration of online assessment into the day-to-day business of the division. NCEA, years 10-13 ncea years-10-13 This workshop presents key findings from a two-year TLRI project focused on narrative assessment in secondary schools, with emphasis on its use as a relevant assessment tool to enhance teaching and learning for diverse students. Examples of narrative assessments are shared with descriptions of the impacts this approach has had for participants. The TLRI team comprises: Missy Morton, Professor of Disability Studies and Inclusive Education and Jude MacArthur, Senior Lecturer in the School of Critical Studies in Education, both at The University of Auckland; Anne-Marie McIlroy from MoE Learning Support and Paul Olsen, Principal of St Kevin’s College in Oamaru. … narrative assessment, years 9-13 narrative-assessment years-9-13 Nicola Gibson from Pukekohe Intermediate School and Frances Edwards from the University of Waikato talk about how to initiate data coaching in maths, based on their TLRI project, actively supported by the Pukekohe Kāhui Ako. They represent the team which has worked for almost three years to develop a deeper understanding of data literacy both within the team and across the Kāhui Ako. Their focus is partnership, understanding of data literacy and ideas for the coaching process. They have examples of collaboration through sharing, analysing and acting on data. coaching, data collection and analysis, mathematics, years 1-13 coaching data-collection-and-analysis mathematics years-1-13 What is success and how do we measure it? Going beyond the traditional measures of achievement, Bob Miller from Stonefields School discusses the significance of concepts such as agency and hauora. Through longitudinal analysis of survey data he shows how to identify shifts in self-efficacy over time and use this to influence learning design and strategic direction. Bob is an Associate Principal at Stonefields School, and an Across School Lead for Te Rōpū Pourewa Kāhui Ako. He is also a self confessed ‘dataholic’ and a believer that information should work for educators and not the other way round. cross-curricular, data collection and analysis, years 3-8 cross-curricular data-collection-and-analysis years-3-8 Validity is a, if not the, key idea in assessment. However, it is often misunderstood or avoided. This workshop describes where the term comes from, what it means, and how we can use the concepts that are associated with it to think critically about our own assessment practices in classrooms and schools. Charles Darr is a chief researcher at the New Zealand Council for Educational Research. He takes a leadership role across a range of assessment projects undertaken by NZCER. He is heavily involved in the National Monitoring Study of Student Achievement and sits on several advisory panels for NZQA. … data collection and analysis, years 1-13 data-collection-and-analysis years-1-13 This workshop is focused on the ways leaders of learning can strengthen culturally responsive approaches to aromatawai and assessment for learning. Cindy Pile-Wetere and Aroha Heaslip share the story of how they have integrated aromatawai and assessment for learning to support leaders of learning in Māori-medium contexts such as rumaki and bi-lingual settings. Cindy is currently a kaiako at Rānui Primary School within one of three rumaki reo Māori classrooms. She is a team leader and an Across Schools leader within the Kāhui Ako o Waitākere. Aroha works as an education consultant for Evaluation Associates and is a member of … aromatawai, assessment for learning, cultural capability, years 1-13 aromatawai assessment-for-learning cultural-capability years-1-13 Explore insights gleaned from an analysis of national achievement data in mathematics, and find out practical ways to respond to these in your classroom programme. This workshop highlights results and resources from the National Monitoring Study of Student Achievement (NMSSA) and includes practical suggestions to support effective practice. Dr Jenny Ward is involved in research, evaluation, curriculum and resource development work with NMSSA, primarily focused on mathematics. Dr David Berg is a senior lecturer at the University of Otago College of Education. He is the co-director of the University’s Educational Assessment Research Unit and works on NMSSA. data collection and analysis, mathematics, years 1-8 data-collection-and-analysis mathematics years-1-8 Assessment for learning, formative assessment, student-centred practice… whatever we call it, it has been part of our practice as educators for decades. Yet, assessment for learning practices continue to evolve. In this session, Janet McCarroll and Megan Peterson focus on ‘what’s next’, particularly looking at assessment for learning through the lens of the new world order we see during and post the global pandemic. Megan and Janet are education consultants working for Evaluation Associates | Te Huinga Kākākura Mātauranga. Their work in schools, primary and secondary, focuses on assessment for learning. assessment for learning, years 1-13 assessment-for-learning years-1-13 This workshop explores Ormiston Junior College’s Learning Journeys – their way of doing narrative assessment. The Learning Journey gives learners a medium to share the story of their learning across the term. In the workshop, you will hear about the ‘why’ behind OJC’s narrative assessment, how they develop learning journey templates, how learners engage with them, and see examples of learning journeys they have used in the past. Lesley Mansell is a learning designer at OJC, where she was heavily involved in the foundational design of the school’s Learning Journeys. assessment for learning, narrative assessment, years 1-13 assessment-for-learning narrative-assessment years-1-13 Assessment Online TKI continues to offer wide, sound information and advice about assessment in the classroom. Deb Ryan and Adrienne Carlisle take you through what’s available, how to find it and how to use the wealth of assessment information to maximise your teaching and your students’ learning. Deb works out of the Wellington office of Evaluation Associates as an education consultant, specialising in leadership and assessment. Adrienne is an executive member of the NZ Assessment Institute. She was the content manager for Assessment Online TKI for over 10 years. assessment for learning, cross-curricular, data collection and analysis, years 1-13 assessment-for-learning cross-curricular data-collection-and-analysis years-1-13 What do you do when you are struggling to create or visualise how to do something? Garry looks for an example, demonstration or something similar to help him succeed. Forms of modelling are something we know is highly regarded by students and sometimes underestimated by teachers as an effective tool for learning. This workshop looks at the highly effective nature of modelling and what specific forms that can take in the classroom. Garry Taylor is the National Manager for Assessment and Evaluation at Evaluation Associates | Te Huinga Kākākura Mātauranga. assessment for learning, cross-curricular, modelling, years 1-10 assessment-for-learning cross-curricular modelling years-1-10 It is crucially important that teachers are equipped with the ability to know the impact they are making on their students’ progress and achievement. This gives them the green flag to keep going with what is working or the amber flag to make some adjustments in their teaching for particular individuals. This workshop covers the types of data schools have at their fingertips, how to use it effectively and how to work in partnership with both students and their whānau to get the best outcomes. Lorraine Taylor is Principal at Silverstream School in Upper Hutt. data collection and analysis, evaluative capability, years 1-8 data-collection-and-analysis evaluative-capability years-1-8 Suzanne illustrates everyday practice that efficiently embeds Assessment for Learning routines into a busy New Zealand classroom. She demonstrates the daily processes that she uses to deepen student engagement, encourage quality dialogue, and enable students to continually demonstrate their learning. The processes are research-based and have accelerated progress in her classroom. Suzanne Corlett’s Assessment for Learning skills have been honed over a number of years. Her work has been presented on the Education Hub’s website. She currently teaches at Pukekohe Hill School. assessment for learning, years 1-8 assessment-for-learning years-1-8 This workshop showcases Aronuitia te reo, a new reo Māori resource based on findings from the 2016 National Monitoring Study of Student Achievement (NMSSA). This strengths-based resource utilises achievement data to prompt professional conversations about improving the teaching and learning of te reo Māori. Esther Smaill is a kairangahau matua |senior researcher at NZCER. Her research interests include assessment for learning, teacher professional learning, and the revitalisation of te reo Māori. Teresa Maguire is a kaiwhakawhanake rauemi | resource developer and kairangahau | researcher at NZCER. She has worked on the Assessment Resource Banks and on the NMSSA project. aromatawai, data collection and analysis, years 1-8 aromatawai data-collection-and-analysis years-1-8 One area where systemic racism occurs is ironically through the Pacific Standards; however, these standards are potentially one of the richest assessments. Angela shares the potential of these standards to maintain, support and improve all students’ Pasifika languages in a Pasifika village environment from years 10 – 13. The presentation explores a problem of practice along with some solutions but stresses the need for ongoing work in a changing NCEA climate. After working as HOD of English as an Additional Language, Angela Bland has been working on a PhD focused on the implementation of a junior Gagana Samoa class. Pasifika, standards, years 10-13 pasifika standards years-10-13 At Ormiston Junior College our junior (Year 7 & 8) and senior (Year 9 & 10) graduate profiles involve students selecting personal pathways through a series of digital badges. We share the journey of digital badge development and show examples from a student/teacher perspective. See how we support students to build their ability to articulate and discuss their own learning, develop self-assessment skills and develop the learning habits and dispositions required to do this. Viv Mallabar is a founding Deputy Principal at Ormiston Junior College and Makia Gibson started in her Deputy Principal role at the beginning of 2021. digital badges, graduate profiles, years 1-13 digital-badges graduate-profiles years-1-13 Kawerau is known for being at the top of the worst statistics in NZ. Our children and their whānau face a number of issues that make learning hard. This workshop takes you through the journey we are on to transform our school and what it takes to stick at something, especially when it is hard. Rachel Chater is the Principal at Kawerau Putauaki School. She has a passion for struggling learners, aiming to change the world one child at a time. Rachel grew up in Kawerau and came home to give back to the community that gave her so much. … school transformation, years 1-8 school-transformation years-1-8 The National Monitoring Study of Student Achievement (NMSSA) recently released a new online science toolkit for Year 7 and 8 students. The toolkit is designed to support teachers’ understanding of and teaching in the science curriculum and its design allows them to understand the thinking behind the questions and what the curriculum requires them to teach. This workshop explains how the toolkit works. Lorraine Spiller and Teresa Maguire are researchers and resource developers at the NZCER (New Zealand Council for Educational Research). science, toolkit, years 6-8 science toolkit years-6-8 Gathering evidence of learning and progress is an important part of truly understanding the effectiveness of teaching, learning and progress of students in all school settings. Schools are traditionally good at collecting data but how often are we using it to genuinely cause thinking, discussion and inquiry? This session will look at practical ways of using data to generate discussion and inquiry that can lead to deep learning for all involved. Garry Taylor is the National Manager for Assessment and Evaluation at Evaluation Associates | Te Huinga Kākākura Mātauranga. data collection and analysis, years 1-10 data-collection-and-analysis years-1-10 Following a short presentation on the NCEA Review of Achievement Standards, attendees contribute to a discussion that explores how the Assessment Principles have guided the development of assessment thinking and design in the Review of Achievement Standards as the Ministry of Education works towards the NCEA change goals. Terry Fenn is a Manager in the MoE team responsible for the NCEA Review of Achievement Standards . She has a deep appreciation for the challenges of assessment design and brings experience of working with NZQA and other sector experts in this mahi. NCEA, standards, years 10-13 ncea standards years-10-13 Local Curriculum design provides an opportunity for schools to re-envision the role of assessment in the learning of ākonga. In this workshop Irene examine the assessment requirements of NZ Curriculum and discusses some ways in which schools have changed or created a novel approach to assessment through developing their local curriculum. Participants are given the opportunity to create different approaches to assessment using fictional schools. Dr Irene Andersen is a facilitator at Evaluation Associates. She has supported schools and Kāhui Ako to develop their local curriculum. In 2020 she was a lead writer for the Local Curriculum Strategic Planning Guide … local curriculum, years 1-13 local-curriculum years-1-13 Nicholas Pole is the Chief Executive/Chief Review Officer of the Education Review Office (ERO) of Aotearoa New Zealand. In this keynote address, he describes the purpose and responsibilities of ERO and how it uses assessment to improve learning across the system. ERO, keynote, policy, secondary, years 1-13 ero keynote policy secondary years-1-13 Pauline Cleaver is the Associate Deputy Secretary – Curriculum, Pathways & Progress at the Ministry of Education in Aotearoa New Zealand. Her keynote address is titled: Curriculum Progress and Achievement – Creating a system that learns. In her keynote address, Pauline discusses how the information in the Assessment Principles, Practices and Proof publications can contribute to building a system that learns. keynote, policy, years 1-13 keynote policy years-1-13