What is assessment?

The collection and analysis of high quality evidence is an essential component in the ongoing cycle of inquiry that is central to improving teaching and learning. We use the spiral of inquiry approach which is an evidence based approach developed by NZ academics Timerley, Kaser and Halbert who believe that transformation happens when "young people are learning in engaging and innovative settings where curiosity – for everyone – is a way of life",

Assessment information also helps school leaders and teachers in gathering, analysing, interpreting, and using information about students' progress and achievement. The emphasis is on the formative use of assessment to improve students’ learning and teachers’ teaching as both respond to the information it provides.

We use a range of tools to assess student learning. Different types of assessment and a range of assessment tools are used at differing stages of the learning process;

  • Diagnostic - used at the beginning to gauge pre-knowledge

  • Formative - used in the middle to determine how students are progressing

  • Summative - used at the end to measure success

  • Benchmark - used to measure the academic progress of larger groups of students

What does assessment look like at hps?

At HPS we are interested in learning more about how we can enable our students to “learn how to learn.” We use learning maps, approaches to learning and visible learning to help teachers to use the best strategies for each student to access learning.

Learning Maps involve students’ mapping their learning environments and collaboration within networks of students, family-whānau, teachers and school leaders to make positive changes. Student, teacher and whānau then work together to understand and grow alignment between students’ learning connections, tools for learning and sites of learning using the Whānau Education Action Plan and goal setting.

Approaches to Learning are skills designed to enable students in the IB Primary Years Programme (PYP) to “learn how to learn.” Social skills, research skills, thinking skills, communication skills and self-management skills are all skills we use when learning.

Visible Learning is described by John Hattie as occurring when teachers see learning through the eyes of students and help them become their own teachers. This means that students know what and how they are learning and what to do when they meet a speed bump in their learning journey. We use a range of visible thinking routines to help our students “learn how to learn.”

How will whānau know how their child is doing?

Effective reporting of student/ākonga progress and achievement across the curriculum requires more than one-way transmission of information from teacher or student to parent. It requires meaningful, ongoing information sharing processes where the roles and expectations of students/ākonga, teachers, parents, whānau, and the wider community are clear.

Throughout the school year we offer a number of formal and informal ways to be involved in your child's learning.


Term 1

Studio Talks and Meet the Teacher

Learning Pathways Conversations with Learning Map, goal setting, Whānau Education Action Plan

Term 2

Formal written report

Term 3

Learning Pathways Conversations with Learning Map, goal setting, Whānau Education Action Plan

Term 4

Formal written report


Each term we have a Mini Expo - an opportunity for students to share their learning with their extended whānau.

Studio websites are updated regularly and parents have access to their child's online learning through a range of platforms such as google classroom, class dojo, seesaw or blogs.

Studio newsletters are shared each fortnight and are sent home via email and our school app.

Studios have opportunities to present an assembly to showcase their learning.

Parents are welcome to email for a time to meet with the teacher if they have specific areas hey would like to discuss about their child's learning journey.