Linear programming evaluation

1.  Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice

3.2 Linear programming Evaluation:

·     This is our second internal. The percentage of students who gained Merit and Excellence has increased, thereby shifting achievement levels higher than Achieved. Overall, I am happy with these results. Comparing the results with 2018 there has been a 3% increase in learners gaining Excellence and Merit increase is over 20%. Consequently, all the learners have gained grades above Achieved.

·   These results contribute to Merit and Excellence endorsements. To gain endorsements learners must have at least 14 credits at that subject at that level in the same year.

·  To get learners feedback, I created a google form at the end of the topic test.

Learners’ perspective:       

·         Learners enjoyed this topic as it was an interactive online assessment where they see the application of mathematics in everyday life.

My challenge is:

·         Supporting my scholarship students in retaining this knowledge until the examinations.

Next step: To maintain a dialog with my scholarship students to ensure they do sufficient past papers to retain knowledge.