1. Ko te pae tawhiti whaia kia tata
Ko te pae tata whakamua kia tina
Seek out the distant horizons
And cherish those you attain

2. Making an OTJ
At Your School

3. What is an OTJ ?
“An OTJ draws on and applies the evidence gathered up to a particular point in time in order to make a judgment about a student’s progress and achievement. Using a range of approaches allows the student to participate throughout the assessment process, building their assessment capability … No single source of information can accurately summarise a student’s achievement or progress. A range of approaches is necessary in order to compile a comprehensive picture of the areas of progress, areas acquiring attention, and what a student’s progress looks like.” (MOE, 2010)

4. Which of these could be valid reliable evidence for making an OTJ ?
How would we define valid and reliable? (valid – suitable for student, applicable, convincing, compelling, legitimate) (reliable – dependable, consistent)
Independently
Most of the time
What do we understand this means?
What is evidence?

5. Discussion
What forms of evidence is your school currently using to inform OTJs?
Think about :
Formal
Informal
Recording of above
What is the purpose of each type of assessment?
Give out sheet of slide 6 with empty boxes to fill in/discuss
Pat AssTLe Gloss Ikan I Can

6. Sources of evidence to support OTJ:
Observation of Process
Evidence gained from informal assessment opportunities:
Learning Conversations
Evidence arising from Learning Conversations:
Focussed Classroom Observation
Student books and tasks
Running Records
Student peer assessment
Conferencing
Interviewing
Questioning
Explaining
Discussing
Overall Teacher Judgement
Test Outcomes
Evidence gained from assessment tools, including standardised tools:
6 year Observation Survey
PAT
Star
E-asTTle/AsTTle V4
GLoSS and IKAN

7. Making an OTJ in Mathematics:
Overall teacher judgements of progress and achievement involve combining information from a variety of sources, using a range of approaches. Evidence may be gathered through the following three ways:
Conversing with the student to find out what they know, understand and can do.
Observing the process a student uses.
Gathering the results from formal assessments, including standardised tools.
This 'triangulation' of information increases the dependability of the overall teacher judgement.
Adapted from Fact sheet 7: Overall Teacher Judgement, MOE, 2010.

8. The Healthy Pyramid Practice Classroom Assessment Information Source
Use Little
Aligned to learning goals
Use Some
In your school what would this look like for Mathematics? For example where would you put ??
Use Lots
For STRENGTH of information, use multiple samplings from multiple
sources. NZEI Te Riu Roa and Lester Flockton, 2009. 8

9. The Healthy Pyramid Practice Classroom Assessment Information Source
AsTTle
PAT
Teacher-made tests
Sample books
Exemplars
Portfolios
Interactive
Discussion
Questioning
Observing
Listening
Use Little
Aligned to learning goals
Use Some
Emphasise that formative information is very important in making an OTJ.
GloSS, IKAN, NumPA, ARBs
Use Lots
For STRENGTH of information, use multiple samplings from multiple
sources. NZEI Te Riu Roa and Lester Flockton, 2009. 9

10. So what do you do with this collection of evidence?
We use the following documents to make a judgment using this collection of evidence.
New Zealand Curriculum
The Number Framework book
National Standards
Also consider using illustrations and exemplars on nzmaths.

11. 1 2 3 4 5 End of Y4 End of Y5 End of Y6 End of Y7 End of Y8 6 7 8
After 1 year
After 2 years
After 3 years
End of Y4
End of Y5
End of Y6
End of Y7
End of Y8 6 7 8
Curriculum levels
Mathematics Standards
Numeracy Strategy Stages
Relationship between levels, stages and standards

12. Okay, so your teachers have
made their OTJs.
What’s the next part of the
process?

13. What is moderation of OTJs?
The process where teachers compare judgments to either confirm or adjust them.
What process do you use in your school?
Consider :
How do you, as a leader, ensure consistency of OTJs across classes/levels/whole school?
How are you sustaining the moderation process ?
What are some of the challenges?
Increase clarity about what needs to be learnt at each year level
The clearer we are about what needs to be learnt the clearer we are about how to support learners to succeed
Challenge – to see that moderation strengthens understandings of expectation as well as increasing the reliability of judgments

14. Requirements for effective moderation
Understanding the curriculum
Understanding numeracy framework (Book 1)
Understanding of standards
Provision of exemplars/illustrations
Deep content knowledge
Strong pedagogical and assessment knowledge/skills
School culture of ongoing professional learning
Reflective, secure professionals; open minded
Well developed interpersonal skills

15. Moderation also requires:
Consistency and collegial support around difficult decisions around boundary areas. In national standards - ‘early’ and ‘at’.
Have you discussed with your teachers how they have made decisions with these boundary areas? Are there clear processes in place in your school?
Early stage 5/ at stage 5

16. Moderation principles to consider
Equity (e.g. choice of topics; explicit criteria)
Fairness (e.g. visual impairment)
Comparability (equivalence of performance characteristics)
Reference point (same, credible, dependable)
Dependability (representativeness; typical)
Sufficiency (data saturation; confidence in repeatable performance)

17. What are the OTJ and moderation implications for your school?
What are you currently doing well?
What aspects of evidence gathering may you need to develop further?
How would you start or refine the OTJ process in your school?
What further support do you need in
this area?
PD suggestions
Aggregating and interpreting assessment data : intra/inter student and school
Understanding and interpreting standards
Refering to a common reference framework
Using clear criteria and examplar
Establishing and refining effective moderation processes