3What 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)
4Which 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)IndependentlyMost of the timeWhat do we understand this means?What is evidence?
5DiscussionWhat forms of evidence is your school currently using to inform OTJs?Think about :FormalInformalRecording of aboveWhat is the purpose of each type of assessment?Give out sheet of slide 6 with empty boxes to fill in/discussPat AssTLe Gloss Ikan I Can
6Sources of evidence to support OTJ: Observation of ProcessEvidence gained from informal assessment opportunities:Learning ConversationsEvidence arising from Learning Conversations:Focussed Classroom ObservationStudent books and tasksRunning RecordsStudent peer assessmentConferencingInterviewingQuestioningExplainingDiscussingOverall Teacher JudgementTest OutcomesEvidence gained from assessment tools, including standardised tools:6 year Observation SurveyPATStarE-asTTle/AsTTle V4GLoSS and IKAN
7Making 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.
8The Healthy Pyramid Practice Classroom Assessment Information Source Use LittleAligned to learning goalsUse SomeIn your school what would this look like for Mathematics? For example where would you put ??Use LotsFor STRENGTH of information, use multiple samplings from multiplesources. NZEI Te Riu Roa and Lester Flockton, 2009.8
9The Healthy Pyramid Practice Classroom Assessment Information Source AsTTlePATTeacher-made testsSample booksExemplarsPortfoliosInteractiveDiscussionQuestioningObservingListeningUse LittleAligned to learning goalsUse SomeEmphasise that formative information is very important in making an OTJ.GloSS, IKAN, NumPA, ARBsUse LotsFor STRENGTH of information, use multiple samplings from multiplesources. NZEI Te Riu Roa and Lester Flockton, 2009.9
10So 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 CurriculumThe Number Framework bookNational StandardsAlso consider using illustrations and exemplars on nzmaths.
111 2 3 4 5 End of Y4 End of Y5 End of Y6 End of Y7 End of Y8 6 7 8 After 1 yearAfter 2 yearsAfter 3 yearsEnd of Y4End ofY5End of Y6End of Y7End of Y8678Curriculum levelsMathematics StandardsNumeracy Strategy StagesRelationship between levels, stages and standards
12Okay, so your teachers have made their OTJs.What’s the next part of theprocess?
13What 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 levelThe clearer we are about what needs to be learnt the clearer we are about how to support learners to succeedChallenge – to see that moderation strengthens understandings of expectation as well as increasing the reliability of judgments
14Requirements for effective moderation Understanding the curriculumUnderstanding numeracy framework (Book 1)Understanding of standardsProvision of exemplars/illustrationsDeep content knowledgeStrong pedagogical and assessment knowledge/skillsSchool culture of ongoing professional learningReflective, secure professionals; open mindedWell developed interpersonal skills
15Moderation 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
16Moderation 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)
17What 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 inthis area?PD suggestionsAggregating and interpreting assessment data : intra/inter student and schoolUnderstanding and interpreting standardsRefering to a common reference frameworkUsing clear criteria and examplarEstablishing and refining effective moderation processes