1. Progress and Consistency Tool (PaCT)

2. What is the PaCT? Progress and Consistency Tool (PaCT)
The PaCT has two parts:
Frameworks that break down and illustrate aspects of maths, reading and writing
An online tool that captures a series of teacher judgments and generates an overall judgment which the teacher can change or confirm as their OTJ
The PaCT has been designed to help teachers make dependable judgments on students’ progress and achievement

3. The frameworks Progress and Consistency Tool (PaCT)
Define and illustrate aspects of the foundation learning areas of maths, reading and writing
Guide teachers about what they should notice about students’ learning across the curriculum
Help teachers to understand the learning progressions set by the NZ Curriculum and amplified by the National Standards

4. The PaCT is: Progress and Consistency Tool (PaCT) Not a test
Not a substitute for teacher judgments – it supports OTJs
Not designed to measure teacher performance
Not compulsory

5. How does PaCT support you?
Progress and Consistency Tool (PaCT)
How does PaCT support you?
Gather multiple sources of evidence from:
Observing students
Talking with students
Formal assessment – tasks and tools
Gather quality evidence over time
Bring this evidence to your judgments of progress and achievement

6. Multiple sources of evidence
Progress and Consistency Tool (PaCT)
Multiple sources of evidence
The aspect frameworks give greater clarity about what to notice in observations of students, learning conversations, tasks. It’s not re-defining, but refining what to notice when making overall teacher judgments . The illustration indicates the value of multiple sources of evidence to inform OTJs.

7. PaCT frameworks Progress and Consistency Tool (PaCT) WRITING READING
Making sense of text: processing system
Making sense of text: text structure
Making sense of text: vocabulary knowledge
Making sense of text: reading critically
Reading to organise ideas and information for learning.
Acquiring and using information and ideas in informational texts.
Reading for literary experience.
WRITING
Writing meaningful text: encoding;
Writing meaningful text: text features.
Writing meaningful text: vocabulary knowledge.
Using writing to think and organise for learning.
Creating texts to communicate knowledge and understanding
Creating texts for literary purposes
Creating texts to influence others.
MATHEMATICS
Additive thinking
Multiplicative thinking
Patterns and relationships
Using symbols and expressions to think mathematically
Geometric thinking
Measurement sense
Statistical investigations
Interpreting statistical and chance situations.
Just as The New Zealand Curriculum provides the framework for the National Standards, the PaCT encourages teachers to dive deep into the Curriculum when making judgments about their students.
The PaCT frameworks break down mathematics, reading and writing into aspects. The frameworks were developed by New Zealand curriculum experts using the New Zealand Curriculum, the National Standards, the Literacy Learning Progressions and the Numeracy Project.
The standards in maths are directly aligned to the Mathematics and Statistics learning area in the NZC and so in developing the PaCT, eight ‘aspects’ reflecting each of the core learning streams of the mathematics learning area of the NZC have been created.
Like Maths, the aspects that have been created for the reading and writing frameworks reflect what students need to know and be able to do to meet the reading and writing demands of subjects across the Curriculum.
To help teachers make judgments that are valid and dependable, all aspects should be considered as prompts when making interim and Overall Teacher Judgments.
The PaCT has been designed to help teachers:
Capture a comprehensive view of a learners expertise in reading, writing and mathematics;
Track a learners developing expertise in reading, writing and mathematics over time; and
Relate a learners developing expertise to the standards

8. A model of the online tool
Progress and Consistency Tool (PaCT)
A model of the online tool
The frameworks with their different aspects sit behind the PaCT online tool. It give a consistent frameworks within and across schools
This image is a representative model of a framework (as seen online)
The aspects of the framework are shown as lines. They are not ‘new’, they are a more explicit way of thinking mathematically and statistically, solving problems, and modelling situations.
The aspect lines are broken into distinct learning steps (shown as ‘bubbles’). They reflect the cumulative nature of learning. The gap between learning steps varies, acknowledging that learning is not linear.
Each ‘bubble’ is linked to sets of illustrations, up to 8 for each one. They describe students working on a range of problems and tasks in a variety of contexts.
There is a clear difference in the level of performance between one learning step and another.
The content maps directly to the breadth of the mathematics and statistics learning area of the New Zealand Curriculum. The ‘bubbles’ do not map directly to the levels of the curriculum. This was a deliberate design decision.
Illustrations
Each set has been developed to illustrate a big idea in the aspect progression. 
Each set describes the important features that teachers should notice and recognise about what each student knows and can do.  It is important that teachers recognise and respond by stretching students.

9. Illustrations Progress and Consistency Tool (PaCT)
The illustrations are NOT tests or assessment tasks to see if students can do them.
They should prompt questions such as:
What evidence do I have?
Is this the type of level that (a student) could demonstrate?
Is this the ‘kind of way’ that (a student) would solve these problems?
The illustrations build consistency of what to notice and recognise. They highlight gaps in learning opportunities. They make progress through learning steps visible.
You can use the frameworks to think about what evidence you gather and/or what your teachers are noticing in making OTJs.
Examining the framework and its illustrations may highlight areas in which students haven’t been given the opportunity to show what they know and can do.

10. How does this all work? Progress and Consistency Tool (PaCT) Aspects✔ ✔
This slide shows the aspects within a maths framework for years 1-8.
The ticks indicate where judgments have been made for a student on each aspect.
The engine of the tool is a psychometric calibration that captures the series of judgments and recommends an overall judgment linked to the New Zealand Curriculum National Standards. The tool will help teachers by taking the guesswork out of how to balance the relative importance of each aspect of maths – something that is difficult to do with consistency.
Teachers can review the PaCT judgment and confirm or change it. ✔ ✔ ✔ ✔ ✔ ✔
Aspects

11. The PaCT recommendation:
Progress and Consistency Tool (PaCT)
The PaCT recommendation:
Accept, or
Review
The PaCT recommends an Overall Teacher Judgment that can be accepted or
reviewed by the teacher

12. Moderation remains critical
Progress and Consistency Tool (PaCT)
Moderation remains critical
Moderation is the process of sharing expectations and understanding of standards in order to improve the consistency of decisions (reaching agreement). Source TKI, Assessment
Professional talk:
Planned
Informal
What are the planned and informal opportunities that are currently happening in your school?
Moderation involves the school activities which act to build the dependability of OTJs. Sometimes moderation occurs naturally and informally.
It is the professional talk teachers have with one another to build shared understandings about student achievement and the next learning steps. It can be formal i.e. planned at certain times; or informal discussions at the photocopier or over a cuppa.
The term moderation often brings to mind the process of meeting with others, following teacher assessments, to compare evidence and see if there is agreement. If you need to review a PaCT overall judgment, moderation is a valuable tool to use.
The PaCT will support moderation. It will moderate individual teacher expectations through the frameworks and illustrations. It will also provide a common framework for teachers to discuss their judgment decisions with one another.

13. PaCT reports Progress and Consistency Tool (PaCT)
The PaCT produces a range of reports
Teachers can track progress of:
Individual students
Class or other groups
School leaders can choose to see reports for all students

14. A mathematics student report
Progress and Consistency Tool (PaCT)
A mathematics student report
When you have finished making judgments against each of the aspects in a framework, the PaCT then produces a report with a suggested range of that student’s ability in regard to the National Standard.
In the case of the fictional student whose judgments for the Mathematics framework are shown here, the PaCT reports that, according to your judgments, the student is at a standard which is in the middle to lower half of year one.
This is fine the student is in year one, but if she is in year two, she will require some additional support to catch him up to his peers.
You can then use this recommended judgment as a prompt when making your OTJ.

15. Teacher comments Progress and Consistency Tool (PaCT)
A teacher can make comments on a student’s progress, print a report and share it with parents.
This enables a teacher to give parents specific and descriptive feedback about students progress and achievement in the various aspects of each learning area.
A teacher does not have to describe the student as ‘at’, ‘above’ or ‘below’ the standard.

16. A mathematics class report
Progress and Consistency Tool (PaCT)
A mathematics class report
This report enables you to reflect on the judgments you have made for your class.
You can use the class reports to check the progress of students and identify areas where groups of students need extra teaching support

17. The importance of dependable OTJs
Progress and Consistency Tool (PaCT)
The importance of dependable OTJs
Dependable information and assessment for learning is vital in the classroom. Teachers do need to have clear and consistent understandings about student progress and achievement to plan their next steps.
Dependable information for next steps is also important for other players in the system:
Students need good feedback and feed forward so they can plan their own learning goals
Parents need dependable information so they can support their child’s learning
Next teachers need to be confident about the information they are receiving about a student's progress and achievement
School leadership teams need dependable information to inform their self-review and planning
BOTs need dependable information to make resourcing decisions
The PaCT will give us more dependable OTJs, it will help everyone track progress and achievement over time and it will enable all of us to see what’s working.