The expectations we set for our students are based on the data we collect, that also guides us in mapping their educational growth goals.
Our view, is that our students are capable and competent individuals with unique abilities to achieve their goals. Our job is to facilitate the process and assist them in developing a growth mindset.
Teaching and learning at Nova Pioneer is firmly grounded in our culture principles, especially: Always Growing, High Expectations, and Joy of Learning. We continuously seek feedback on our students and the learning process in order to inform our teaching, and in turn enable our students to grow and reach their individual academic potential. The learning environment created by the teachers is pivotal in ensuring that each student meets their individual academic goals.
Here are some of the methods our teachers use to collect data during teaching and learning:
- Questioning during small group and whole class instructions
- Observations during centre rotations
- Student self-reflections
- Reading assessments
- Regular checks for understanding
In addition, we also use more formal assessments such as end of term assessments, Cambridge Progression and Checkpoints, as well as Measure of Academic Progress (MAP). The end of term assessments are written tests used to gauge whether students have mastered concepts covered during a term or year.
The Cambridge Progression Tests (taken from Grade 3) and Checkpoints (taken in Grade 6) are written tests used to assess knowledge, skills and understanding in English, mathematics, and science. MAP is an international adaptive computer test which measures students’ growth in reading and mathematics, and helps us compare our students’ growth with their peers internationally. Our rotational small group teaching model creates multiple opportunities for students and teachers to provide feedback on the learning process.
We assess our students on a continuous basis, and this provides us with rich data that we use to improve academic performance. The purpose of this data is threefold:
- To understand where our students are currently at and what their current needs are
- To outline where our students need to be
- It helps us develop the path necessary to get them there
Once this is clearly defined to us, we then continuously revisit and develop these skills using our teaching and learning model. The data we collect is the cornerstone of our teaching and learning, and the individually tailored learning experiences.
