“Each one should test their own actions. Then they can take pride in
themselves alone, without comparing themselves to someone else,
for each one should carry their own load.”
At Richmond View School, assessment is an integral part of the learning process and should be learning experiences within themselves. Assessments should strengthen the quality of students’ work and their understanding of themselves as learners, as well as provide an opportunity for teachers to reflect upon the effectiveness of their learning strategies. Assessment will occur in both a formal and informal capacity, and encompasses a broader range of measures beyond performance on academic tests, including:
The aim of assessment is to target early intervention efforts if necessary in order to select more individualised - and therefore more effective - modes of teaching and learning.
A. GENERATING REAL-TIME FEEDBACK
Real-time feedback will be generated and shared among students, teachers and parents to help create a community that focuses on learning through ICT tools, relationship, careful scaffolding, effective systems and communication. Students will be encouraged to take ownership of this data, to help them develop autonomy by increasing self-awareness and responsibility over their strengths, weaknesses, achievements, and opportunities for improvement. Patterns derived from student interaction with digital learning resources will be used to further customise instruction.
COLLABORATION WITH FAMILY
Teachers will work with parents and students to assess student needs, interests, and learning styles and plan for student success through curriculum choice, small classes, online classes, course instruction and community-based instruction. These meetings will be held often, creating an ongoing dialogue between educators and stakeholders to ensure each student is learning effectively. The purpose of these meetings will be to:
THE ADVISORY PROGRAM
Upon commencing Middle School, students’ will choose/be allocated an advisor with whom they will meet during group meetings and/or individual conferences. Advisory teachers will be advocates for their students, and will serve as the main adult point of contact for their advisees, gathering information from other teachers about what the young people need and spearheading efforts to support them.
B. EVIDENCE OF LEARNING
Student learning will be evidenced and moderated through products and performances including their digital portfolio, projects, personal reflection narratives and community presentations/exhibitions. Courses will be innovative and based on the school’s special character and knowledge of the individual students.
RVS will carefully plan the seamless integration of curricula, assessments, student data and technology in order to create personalised learning trajectories for each student.
The Ministry of Education’s proposed flexible online assessment will be utilised, as this will enable students who achieve competency early to sit assessments as they match their learning trajectory. This enables assessment to be performance based and time-flexible.
Moderation will occur in partnership with Christian Education New Zealand Trust, Elim Christian College and Christchurch Christian Schools, and with Marlborough Boys College and Marlborough Girls College through CoL collaboration.