1. How can I use e-learning tools to gather and use assessment information in ways that advance the learning of my students? 

In 2014 we often used the iPads as a way to record/showcase student learning.  This year, with the set up of a new teaching team, new space etc. this has definitely dropped off.  

In 2014 we used iMovie, video, photos, Book Creator, Pic Collage and YouTube to gather and share student learning and assessment.  We videoed speeches (poems) and used this for students to self-assess their delivery; students used Pic Collage take pictures of maths concepts they had been learning, we used video together with Book Creator to show maths strategies and knowledge eg. bonds to 10 books, counting back from 20.  

However definitely need to amp up our use of eLearning to gather assessment information. 

1. Can my students confidently talk about their learning? 

I believe that the older students in LC1 are pretty confident at talking about their learning. Most of them know the 'tickled pink', 'green for growth' system (pink means I've got it and green means I'm still working on that goal).  Some of the younger students are still learning the language of learning.  

I think this year has been a little slower to get up and running - in the sense of creating that 'student agency' over their learning.  

Now that Daily 5 is up and running smoothly (most of the time), I think we can now focus on making explicit the idea of student agency/urgency - developing the understanding amongst our youngest learners about the 'why', 'how' and 'what' of their learning. 

1. What evidence do I seek that my teaching is advancing the learning of all my students?

Evidence ... I guess this comes in the form of further assessment, teacher observations, anecdotal notes and student/teacher learning conversations to ascertain achievement and growth.  

We conduct weekly learning conversations amongst ourselves where we talk about student learning.  We track student progress using portfolios, data walls, reading group data wall, and student examples of completed tasks etc.

We constantly review and reflect where children are at academically using the expectations as set out in the NZ National Standards as a guide.  

Evidence types:

• assessment (running records, ICAN, independent writing samples, teacher made assessments)
• Student/Teacher learning conversations
• Teacher/teacher conversations
• Observations and anecdotal notes

If student learning is not progressing as we would like ... we reflect on teaching strategies, usually organise a meeting with parents to discuss and make changes as necessary (extra help, resources that can be used at home, adjust programme/delivery of teaching), or seek intervention. 

1. Do I allow my students to reflect on their learning and behaviour? 

This definitely happens in writing.  The goal sheets in each child' book (as a bookmark) are revisited during most guided writing sessions.  We also use a grid/task/WALT rubric with most writing tasks/prompts to indicate to each group what we, as teachers, are looking for in their writing.  We use the pick/green system to provide feedback.  As students get to know this system, they start to become increasingly able to reflect and find where they have/have not achieved things - some students even using the pink and green highlighters themselves to circle things they identify.  All students in my guided writing groups receive 1:1 conferencing during writing sessions - through talk with students I encourage them to find the things I am looking for in their writing - eg. "Show me where you've used some words you know how to spell", "I'm pinking this ... why?"  "This is green ... why?"

Students actively reflect on events when we do Self-Assessment reflections following Triathlon, Cross Country, Swimming etc.  Although these are at a very basic level ... children are beginning to understand how self-assessment works.  However they often over exaggerate their ability (which is a normal ego-centric behaviour for young children).

We still need to implement the use of authentic student reflection in maths and reading.  I would like student reflection to be more transparent and explicit than it currently is.  I think once the bookmark system is up and running this will help within reading.  I think we also need to work at student reflection in maths.  

1. How do I gather and use assessment information in ways that advances the learning of my students?

We gather and use assessment in a variety of ways in LC1.  

• We complete regular running records to determine students reading level and comprehension ability.  
• From this data, and also from teacher observations during guided reading sessions, we move children between reading groups dependent upon their needs.  The beauty of our LC is that children can be in the right group according to needs, fluency, comprehension etc. as we have 3 magenta, 3 red, 3 yellow etc. reading groups to cater for different needs, personalities, exact levels eg red 3, 4 and 5 etc. 
• Our groupings change often following discussions with each other, assessment gathering etc.
• We now have our data wall (reading and maths data) and reading group data displayed in our teacher space and this is working well.  We have identified, with red stickers, children who are below or at risk of being below the National Standard. 
• I am still in the process of developing 'bookmarks' for each reading level that will indicate learning goals achieved/working towards using the same 'tickled pink' and 'green for growth' system we use in maths and writing. 
• We have the learning progressions embedded in writing and most children are able to articulate how these work.   Each term students complete and independent writing sample which we use to inform next steps in our guided sessions.  We look at what students can or cannot yet do independently and we plan our teaching sessions based on this data.  
• Likewise in maths we use ICAN or a similar system for strand (see pics of recent EPIC cycle strand assessment).  From this data we group children based on their current numeracy stage.  Again these groups change often as individual needs arise.  Children are becoming aware of how ICAN works but I feel there  needs to be improvement in the seamlessness of data from Portfolios to student books/wall displays (I think).
• We regularly update/assess our spelling programme (which fits within our Daily 5 structure).  We assess students knowledge of alphabet letters/sounds, blends, digraphs and chunks.  We use this data to group children according to needs and the three of us each take a specific targeting spelling (Word Work) session daily (Mon-Thurs).