Educators in New Zealand have a number of qualitative ways to document student learning, from infants onward, including “Learning Stories” and more.
Examples of Documenting Learning
Anecdotal evidence, gathered from observations, evidence from formative assessment tasks, student or parent voice – all are valid ways of identifying areas where students may need modified instruction.
Gathering evidence about student achievement serves two roles in a teaching inquiry. It helps to identify who the students are, what their learning needs are and which modifications to teaching and learning approaches might work best, against which you can monitor and measure the actual impact on different students, and adjust and adapt practice accordingly.