Overview:• Key messages and introduction to the
Mathematics Standards.
• Assessment and Overall Teacher
Judgement (OTJ).
• Evidence
Mathematics Standards Key Messages:
• The purpose of the Mathematics Standards is to promote quality teaching and learning in every New Zealand classroom and success for all students (Page 6 Mathematics Standards).
• A continuation of numeracy PD, not new, part of the next phase.
• Effective teaching and learning is the key.
“To be numerate is to have the ability and inclination to use mathematics effectively – at home, at work and in the community.”
(back cover page of NDP books)
Feedback from the consultation:
1. Dimensions not liked or understood.Decision: changed to strand organisation which is much clearly linked and aligned to NZC.
2. Level of standards set too high, particularly at Year 7 and 8 level.Decision: The level of the standards will remain the same. They align directly to the levels in The New Zealand Curriculum.
3. The focus on number seems to have gone.Decision: The focus on number remains. The articulation of this has been strengthened with statements and diagrams included in
the standards.
Assessment Key Messages (page 12)
• When assessing a student’s achievement and progress, the teacher needs to make an overall teacher judgement (OTJ) about the student in relation to the whole standard (paragraph 1).
• A strong understanding of Number is vital …..the expectations for Number are the most critical requirement for meeting a standard” (paragraph 5).
• …independently and most of the time (paragraph 4).
Making an OTJ
Making an OTJ
Marginal/Uncertain
OVERALL TEACHER JUDGEMENT
Clearcut
Make a judgement
Involve the student
Evidence from multiple sources and cross-curricula-this may include standardised tool
What is involved in this?
Definitions of achievement
Above: A student’s current level of achievement maps more closely to a standard above that year's standard.
At: A student is currently meeting the standard.
Below: A student is not currently meeting the standard and maps more closely to the preceding year's standard,
Well below: A student’s current achievement against the standard is such that it maps more closely to a standard more than one year below
1 2 3
After 1 year
After 2 years
After 3 years
End of Y4
End of Y5
End of Y6
2 3
4 5 6
Curriculum levels
Mathematics Standards
Numeracy Strategy Stages
Assessment judgements, from a range of sources, for each part of the mathematics and statistics curriculum are mapped onto a copy of the Mathematics Standards Poster for one of your students.
What standard is the best fit for this student?
Each teacher from a team/syndicate
brings evidence of one of
those students
Select the children whose evidence is conflicting
The team selects one student that they
have come to an Agreement on and
check this with other levels
- vertical alignment
Using evidence, the National Standards
and other exemplars/benchmarks etc come to an agreed judgement
An example of a moderation process
Sources of evidence to support decision-making
Observation of ProcessEvidence gained from informal assessment opportunities:
Learning ConversationsEvidence arising from Learning Conversations:
Test OutcomesEvidence gained from assessment tools, including standardised tools:
• Focussed Classroom Observation• Student books and tasks• GLoSS• NumPA• Student peer assessment
• Conferencing• Interviewing• Questioning• Explaining• Discussing
• PAT• e-asTTle/AsTTle V4• IKAN• GLoSS• NumPA
Overall Teacher
Judgement
The Healthy Pyramid PracticeClassroom Assessment Information Source
Use Little
Use Some
Use Lots
For STRENGTH of information, use multiple samplings from multiple sources. NZEI Te Riu Roa and Lester Flockton, 2009.
Aligned to learning goals