Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
ASSESSMENT
Is
there sufficient evidence
that students have made progress
as a
result of
these experiences?
During
and
following
the
implementation
of
learning
experiences,
teachers
use
evidence
of
learning
to
determine whether
students
are
ready
for
the
next
phase
of
learning
or
require
further
teaching
and
learning
to
consolidate
their
knowledge,
skills
and
understanding.
Judgements
are made using
criteria
for
assessing
learning.
Teachers
need
to
evaluate
the
effectiveness
of
instruction
and
learning
experiences
in
relation
to
selected
outcomes
and
student
achievement.
Student
progress
can
be
assessed:
•
during
a
learning
experience
to
check
if
students
are
learning what
is
being
taught
•
over
a
period
of
time
to
check
if
students
are making
adequate
progress
towards
the
achievement
of
outcomes
and
indicators
•
at
the
end
of
a
unit
or
stage
to make
an
onbalance
judgement
about
the
achievement
of
outcomes.
Criteria
for assessing
learning
Judgements
about
students’
knowledge,
skills
and
understanding
in
relation
to
the
selected
syllabus
outcomes
are made
using
criteria
for
assessing
learning.
The
syllabus
indicators
are
statements
of
observable
behaviour
that
students might
display
as
they work
towards
the
achievement
of
syllabus
outcomes. The
indicators
in
the
syllabus
can
assist
teachers
in
planning
criteria
for
assessing
learning. Teachers may wish
to
develop
their
own
indicators,
or
adapt
syllabus
indicators.
When
developing
criteria
to
assess
student
progress,
teachers may
specify
the
following
in
addition
to
the
selected
indicators:
•
how well
the
learning/behaviour will
be
demonstrated,
for
example:
–
level
of
accuracy
(number
or
percentage
correct)
–
duration
(how
long
or within what
time
frame)
–
latency
(the
length
of
time
between
presentation
of
information
and
responses)
–
frequency
(number
of
times)
•
the
conditions
under which
the
learning/behaviour will
be
demonstrated,
for
example:
–
the
context
–
how
information will
be
presented.
Determining
how well
and
under what
conditions
students will
demonstrate
their
achievement
is
essential
for
students
experiencing
difficulties,
to
ensure
they
are making
sufficient
progress
as
a
result
of
intervention/instruction.
To
determine how well
and
under what
conditions
a
student will
demonstrate
an
indicator
requires
consideration
of
the
phases
of
learning
(ie
acquisition,
fluency, maintenance
and
generalisation). The
criteria will
vary with
the
phase
of
learning
the
student
has
reached.
The
teacher might
plan
criteria
to
indicate
that
the
student
has
achieved
the
exit
goal
for
a
particular
phase
of
learning
and
is
ready
to
progress
to
the next
phase
of
learning.
Examples
of
criteria
for
identifying
letter–sounds
for
lowercase
letters
for
each
phase
are
presented
in
the
following
table.
7
Teaching
and
learning
cycle
English K–6