Assessing Ākonga Learning
The paramount objective of the poari matua of Paparoa Street School is to ensure that every ākonga at the kura is able to attain their highest possible standard in educational achievement (Education and Training Act, s 127). To meet the paramount objective, the poari matua meets the supporting objectives of:
- ensuring that the kura uses good quality assessment and aromatawai information to monitor and evaluate ākonga progress and achievement, including any assessment or aromatawai specified in a foundation curriculum policy statement
- giving effect to poari matua obligations in relation to:
- any foundation curriculum statements, national curriculum statements, and national performance measures
- teaching and learning programmes
- monitoring and reporting ākonga progress.
Requirements around monitoring and reporting on the progress, achievement, and performance of ākonga are also set out in section 165 of the Education and Training Act and the Education (School Boards) Regulations 2020 (s 21).
Our assessment processes are guided by 
curriculum statements and national performance measures (Education and Training Act, s 90).
Foundation curriculum policy statements
These are statements of policy concerning teaching, learning, and assessment that underpin and give direction to:
- the way in which curriculum and assessment responsibilities are managed
- national curriculum statements and locally developed curricula.
The foundation curriculum policy statements provide direction for implementation of the national curriculum statements.
National curriculum statements
These are statements of:
- the areas of knowledge and understanding to be covered by ākonga
- the skills to be developed by ākonga
- desirable levels of knowledge, understanding, and skill to be achieved by ākonga.
National performance measures
These are targets against which the performance of the poari matua can be measured, including achievement measures within The New Zealand Curriculum or Te Marautanga o Aotearoa.
Education and Training Act 2020, s 90
Foundation Curriculum Policy Statements and National Curriculum Statements / Ngā Kaupapa Here Tauākī Tūāpapa Marautanga me ngā Tauākī Marautanga ā-Motu
Purpose of assessment
The tumuaki and kaimahi collect and analyse assessment data to:
- monitor and report on the progress of ākonga
- support ākonga learning and achievement (e.g. understanding current progress, personalised feedback to guide next steps)
- support kaiako to understand how ākonga are achieving against expected progress and goals and adapt teaching and learning programmes to respond to ākonga needs
- improve ākonga learning outcomes and teaching programmes.
The tumuaki regularly reports to the poari matua on assessment trends and outcomes, and the poari matua uses assessment information to inform strategic planning, including identifying ākonga whose needs have not yet been well met. The poari matua evaluates ākonga progress and achievement in the annual report and uses this information in the annual implementation plan as needed. See Kura Planning and Reporting.
The Education (School Planning and Reporting) Regulations 2023 define students whose needs have not yet been well met as including, without limitation, the following students:
(a) Māori students:
(b) Pacific students:
(c) disabled students:
(d) students with learning support needs, including gifted and talented students:
(e) students who are, or are at risk of, not progressing towards or achieving against curriculum expectations:
(f) students in respect of whom a care or protection order has been made under the Oranga Tamariki Act 1989:
(g) students in the youth justice system.
School boards must address the needs of students whose needs have not yet been well met in their strategic plans, annual implementation plans, and annual reports.
Assessment processes
We use good quality assessment and aromatawai information to monitor and evaluate ākonga progress and achievement, including any assessment or aromatawai specified in a foundation curriculum policy statement. Good quality assessment and aromatawai information draws on a range of evidence to evaluate the progress and achievement of each ākonga and build a comprehensive picture of the learning of each ākonga. We collect information about ākonga progress through formal and informal assessment processes.
We ensure that any assessment tools and strategies:
- are valid, fair, and fit for purpose
- support teaching and learning goals
- meet the needs of ākonga, including those with learning support needs
- are clearly communicated between ākonga and kaiako
- allow for constructive feedback appropriate to ākonga ability and understanding
- meet all relevant kura and external guidelines.
We ensure consistency in our assessment processes through moderation of assessment decisions that involve kaiako judgement. We regularly review how assessment supports our teaching and learning programmes, and adapt our assessment processes as required.
Our kura supports ākonga to understand that all learning tasks and assessments they complete should be their own work. Concerns are managed with a focus on education, and behaviour management when needed.
Record keeping
We follow our privacy and records retention policies for maintaining assessment records, and we comply with any external requirements.
See Privacy and Kura Records Retention and Disposal.
The tumuaki assures the poari matua that the kura monitors and evaluates the progress and achievement of ākonga through the analysis of good quality assessment information, and evaluates the performance of ākonga in relation to foundation curriculum policy statements, and national curriculum statements. See Review Schedule and Poari Matua Assurances.
Related policies
Legislation
- Education and Training Act 2020
- Education (School Planning and Reporting) Regulations 2023
Resources
Term 4 2025, Term 2 2024
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