Reflection

1
Reflection
In groups discuss How you have used
material from Workshop 1 or National Standards
meeting to support your staff. How useful was
it? What was successful? What challenges or
barriers if any?
2
Rich Task

• Emmas Journey

3
Making an OTJ in relation to the mathematics
standards
4
Perception Check

• How has your understanding of an Overall Teacher
  Judgment changed since our last workshop?

5
Making an OTJ

• Overall teacher judgements of achievement and
  progress 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.
• Fact sheet 7 Overall Teacher Judgement, MOE,
  2010.

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
• Gloss and IKAN

• 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
Watch Nathaniel
8
Evidence Time!

• Look at the types of evidence. What do you
  notice?
• Look at the evidence again. Is there anything
  that is useful in making an OTJ? Is there
  anything that is useful for teaching and learning
  steps? Is there anything that is not useful at
  all?
• Refer to the OTJ diagram and Healthy Pyramid.
  Where does the assessment evidence currently sit?

9
The Healthy Pyramid Practice Classroom Assessment
Information Source
Use Little
Aligned to learning goals
Use Some
Use Lots
For STRENGTH of information, use multiple
samplings from multiple sources. NZEI Te Riu
Roa and Lester Flockton, 2009.
10
In your groups discuss the following
First Make a best fit overall teacher
judgment. Circle the different aspects of the
National Standards based on the evidence you
have. Second Consider judgment in relation to
students age or year level. Third Identify
next teaching and learning steps.
11
(No Transcript)
12
1 1 2 2 3 3 4 4 5
After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y8
2 3 4 5 5 6 6 7 7 8
13
What are the implications for your school?

• What are you currently doing well?
• What aspects of data 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?

14
Reporting to Parents
15

• Brainstorm what key features/elements need to be
  included in a written report to parents?

16
NAG 2a

• Reporting to parents
• Written in plain language
• Twice a year
• Reporting to the Board of Trustees
• Including in the schools annual report the
  number of students at, above, below and well
  below the standard including Maori, Pasifika and
  gender

17
Principles for Reporting

• Supports learning and next steps
• Language clear and easily understood
• Honest and transparent
• No surprises
• Strengthens educational partnerships with
  students and whanau

18
Through reports parents should understand

• What their child can do and how they have
  progressed.
• Their childs progress and achievement in
  relation to the standard for their year level.
• Their childs goals.
• How they can help.

19
Content of a report

• Ask community what they want in and from reports.
• Should start with what the student has learned
  and can do.

20
Using Plain Language

• In your groups discuss the language that maybe
  used to describe a student who at the end of the
  year is
• Meeting
• Exceeding
• Working towards the standard.
• How would you reporting statement differ for a
  mid-year report?
• Share your report exemplars in your groups.
  Consider the principles for reporting that enable
  parents to understand where there child is at.

21
Reporting on Nathaniel

• Using the data available write a report for
  Nathaniel.
• Consider judgment in relation to students age or
  year level and what statement you might write.
• Consider progress and achievement.
• Consider how the language would differ for a
  mid-year report? What would teachers need to
  consider?

22
Reporting to parents

• Standards are written for end of year.
• But need to report to parents in writing twice a
  year.
• The first report should be in relation to
  expected progress and achievement towards the end
  of year target.

23
A Sweet Treat for Mum

• Get into groups of 4
• Using the materials provided, create an
  appropriate package for a sweet treat for mum
  for (2 people).
• Make a label for your package. It must have 2 of
  the following reflection, rotation, enlargement
  and translation (2 people).

24
Analysing the Mathematics

• What are the mathematical progressions for the
  strand areas that were evident in your rich task?
  Complete the sheet on your table.