Presentation is loading. Please wait.

Presentation is loading. Please wait.

Ko te pae tawhiti whaia kia tata

Similar presentations

Presentation on theme: "Ko te pae tawhiti whaia kia tata"— Presentation transcript:

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

Download ppt "Ko te pae tawhiti whaia kia tata"

Similar presentations

Ads by Google