Making Sense of the Mathematics Standards

1. Making Sense of the Mathematics Standards

2. Overview: • Key messages and introduction to the • Mathematics Standards. • Assessment and Overall Teacher • Judgement (OTJ). • Evidence

3. Mathematics Standards Key Messages: • The purpose of the Mathematics Standards is to promote quality teaching and learning in every New Zealand classroom and success for all students (Page 6 Mathematics Standards). • A continuation of numeracy PD, not new, part of the next phase. • Effective teaching and learning is the key.

4. “To be numerate is to have the ability and inclination to use mathematics effectively – at home, at work and in the community.” (back cover page of NDP books)

6. Feedback from the consultation: • Dimensions not liked or understood. • Decision: changed to strand organisation which is much clearly linked and aligned to NZC. • Level of standards set too high, particularly at Year 7 and 8 level. • Decision: The level of the standards will remain the same. They align directly to the levels in The New Zealand Curriculum. • The focus on number seems to have gone. • Decision: The focus on number remains. The articulation of this has been strengthened with statements and diagrams included in • the standards.

7. Assessment Key Messages (page 12) • When assessing a student’s achievement and progress, the teacher needs tomake 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).

8. Making an OTJ What is involved in this?

9. Definitions of achievement Above: A student’s current level of achievement maps more closely to a standard above that year's standard. At: A student is currently meeting the standard. Below: A student is not currently meeting the standard and maps more closely to the preceding year's standard, Well below: A student’s current achievement against the standard is such that it maps more closely to a standard more than one year below

10. Making an overall teacher judgement (OTJ) in relation to the Mathematics Standards.

11. Curriculum levels Mathematics Standards Numeracy Strategy Stages

12. Alignment of Tools • Alignment of Tools website

13. 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?

15. Student B

16. Student C

18. Select the children whose evidence is conflicting Each teacher from a team/syndicate brings evidence of one of those students An example of a moderation process Using evidence, the National Standards and other exemplars/benchmarks etc come to an agreed judgement The team selects one student that they have come to an Agreement on and check this with other levels - vertical alignment

19. SPS Mathematic sources of Evidence

20. Sources of evidence to support decision-making Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: • Focussed Classroom Observation • Student books and tasks • GLoSS • NumPA • Student peer assessment • Conferencing • Interviewing • Questioning • Explaining • Discussing Overall Teacher Judgement Test Outcomes Evidence gained from assessment tools, including standardised tools: • PAT • e-asTTle/AsTTle V4 • IKAN • GLoSS • NumPA

21. 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.

22. Mathematics OTJ tracker