National Standards workshop phase 2: Mathematics

What is important to know and understand about the Mathematics Standards when making an overall teacher judgement?

Purpose of this session is…

To consider how your school’s current approach to assessment supports teachers to make overall teacher judgements (OTJ)

To explore the mathematics behind the National Standards

To discuss effective pedagogy in mathematics classrooms

All material presented at this workshop are available to access online at:

www.teamsolutions.ac.nz

Click here

Reflection on the implementation of National Standards

What are the successes, challenges and issues?

How have you used the learning from the first / lead teachers workshop? (if attended)

Overall Teacher Judgement

Teachers continually adjust teaching to match learning needs

based on what they notice

Is making an OTJ a different action?If so, what needs to happen

differently?

Assessment in the NZC

“The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides……”

Ref: The New Zealand Curriculum, p39

An OTJ involves

Drawing on and applying the evidence gathered up to a particular point in time in order to make an overall judgement about a student’s progress and achievement

Ref: tki.org.nz/Overall-teacher-judgement

Assessment judgements, from a range of sources, for each part of the mathematics and statistics curriculum are mapped onto a copy of the Mathematics Standards Poster for one of your students.

What standard is the best fit for this student?

Student B

Student C

Using evidence to make an OTJ

What types of evidence does your school collect to support OTJs in mathematics?

How is the evidence collected?

When is the evidence collected?

How do your teachers collate and analyse the evidence?

Should formative judgements be recorded?

What evidence is useful for an OTJ and what is not?

Sources of evidence to support decision-making

Observation of ProcessEvidence gained from informal assessment opportunities:

Learning ConversationsEvidence arising from Learning Conversations:

Test OutcomesEvidence gained from assessment tools, including standardised tools:

Overall Teacher

Judgement

Sources of evidence to support decision-making

Observation of ProcessEvidence gained from informal assessment opportunities:

Learning ConversationsEvidence arising from Learning Conversations:

Test OutcomesEvidence gained from assessment tools, including standardised tools:

• Focussed Classroom Observation• Student books and tasks• GLoSS• NumPA• Student peer assessment

• Conferencing• Interviewing• Questioning• Explaining• Discussing

• PAT• e-asTTle/AsTTle V4• IKAN• GLoSS• NumPA

Overall Teacher

Judgement

Overall Teacher Judgements

As a teacher use:

• Everyday classroom observations and interactions

• Student perspective (voice)• Children’s work• Illustrations of standards• Assessment tool information

The Healthy Pyramid PracticeClassroom Assessment Information Source

Use LittleOne off

Use SomeOccasional

Use LotsRepeated

For STRENGTH of information, use multiple samplings from multiple sources. Ref: NZEI Te Riu Roa and Lester Flockton, 2009

Aligned to learning goals

The Number Framework

• The expectations for number are the most critical requirement for meeting a standard

• The number framework helps teachers and students understand the requirements of the number and algebra strand of the mathematics and statistics curriculum learning area

• Two main sections – a distinction is made between strategy and knowledge

Ref: NDP Book 1, p1

The mathematics behind the standards

Years 1-2 – counting, groupingYears 3-4 – additive, place valueYears 5-6 – advanced additive/early multiplicativeYears 7-8 – advanced multiplicative

Adult Numeracy Level = Stage 7 – advanced multiplicative

Assessment Key Messages (page 12)

• When assessing a student’s achievement and progress, the teacher needs to make an overall teacher judgement (OTJ) about the student in relation to the whole standard (paragraph 1).

• A strong understanding of Number is vital …..the expectations for Number are the most critical requirement for meeting a standard” (paragraph 5).

• ..independently and most of the time (paragraph 4).

NZC and National Standards

Strong emphasis on students’ ability to solve problems and model situations in a range of meaningful contexts by selecting and applying appropriate knowledge, skills, and strategies.

Meeting a standard depends on the nature of a students response to given problems, not just their ability to solve the problems.

What are the connections between.. • The New Zealand Curriculum • Mathematics Standards• The Number Framework

1 2 3 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 6 7 8

Curriculum levels

Mathematics Standards

Numeracy Strategy Stages

Engaging with the Standards through a rich task

Building Borders – Figure It Out pages 12 & 13

Work through the activities in ‘Building Borders’

Using your NZC, the mathematics standards and Book one, what type of responses would you expect to hear from students who meet the standard at year 5, 6 , 7 or 8?

What about the strands?

How does your school decide on the amount of time spent on number and algebra versus the time spent on geometry, measurement and statistics?

Effective Pedagogy

Dylan Wiliam

Having viewed the video clip, what do you see

as possible implications for effective pedagogy

and assessment practices in your school?

Engaging Learners with Mathematics The New Zealand Curriculum National Standards

Creating a supportive learning environment

Encouraging reflective thought and action

Enhancing the relevance of new learning

Facilitating shared learning

Making connections to prior learning and experience

Providing sufficient opportunities to learn

Teaching as Inquiry

Inclusive classroom climate

Focused planning

Problem centred activities

Responsive lessons

Connections

High expectations

Equity

Characteristics of an effective mathematics classroom

Using the characteristics in the handout and thinking about the mathematics teaching in your school:

Identify the strengths and weaknesses in pedagogical practices in your school.How can the leadership team support teachers to continue to develop effective pedagogical practices?

Share strengths and seek solutions to problems from the other groups

Moderation

To build consistency, use:

Teacher judgements and supporting evidence

When do you plan to have regular discussions with teachers within and across syndicates?

Reporting requirementsNZC NAG 2a NS

The principles embody beliefs about what is desirable in the school curriculum which should underpin school decision making keeping the student at the centre

School assessment data can be used as the basis for reporting to the board of trustees, parents and the Ministry of Education

The board of trustees, with the principal and teaching staff, is required to use National Standards to:report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year

When used in conjunction with effective assessmentpractices, the National Standards will be a powerfulmeans of informing students, parents, families,whānau, teachers, schools, and the educationsystems about how well things are going and what could be done better to improve learning for allstudents. Reading and Writing Standards (p.4)Mathematics Standards (p.5)Reporting

Requirements

NAG 2a

Reporting to parents:• Written in plain language• Twice a year

Reporting to the Board of Trustees:• Including in the school’s annual report the

number of students at, above, below and well below the standard including Maori, Pasifika and gender

Principles for reporting

•Supports learning and next steps

•Language clear and easily understood

•Honest and transparent

•No surprises

•Strengthens educational partnerships with students and whānau

Self Review Tool - Reporting

Questions from the Self Review Tool

– How do we ensure our reporting clearly describes students’ progress and achievement?

– How do we ensure our students are able to contribute to reporting?

– How do we develop effective partnerships with parents, families/whanau?

Reporting Requirements

Leading the learning in mathematics

Planning session:

• How confident are you that mathematics learning in classrooms is promoted through problem solving and mathematical thinking?

• In what ways and how effectively are teachers supporting mathematics learning for diverse learners?

• How are you going to support your teachers to make overall teacher judgements throughout the year?

All material presented at this workshop are available to access online at:

www.teamsolutions.ac.nz

Click here

Workshop Evaluation

Please fill in the workshop evaluation

Thank you for your participation