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Lead Teacher Workshop 4

Lead Teacher Workshop 4. Silent Conversation What do / don’t you know about the National Standards?. Gender Maori Pacific island. Twice a year in writing. 2012 to report on the 2011 year. False Early L2. False At L3. The purpose of this session is….

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Lead Teacher Workshop 4

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  1. Lead Teacher Workshop 4

  2. Silent ConversationWhat do / don’t you know about the National Standards?

  3. Gender Maori Pacific island Twice a year in writing 2012 to report on the 2011 year False Early L2 False At L3

  4. The purpose of this session is… Continue a moderation process for making Overall Teacher Judgements. Keep you updated with the latest maths resources and news Continue to explore the mathematics behind the National Standards with a focus on Statistics

  5. Continuing the Moderation Process for Making OTJ’s http://assessment.tki.org.nz/Moderation/Key-considerations

  6. Making and Moderating Overall Teacher Judgements

  7. Using data to inform teaching and learning from http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories

  8. Planning Ahead for 2011 • What assessment practices will you keep, modify, stop, start? • How might your teachers tweak their recording of evidence based assessment? • What and how will student achievement and progress in relation to the Standards be passed on to the next teacher… next school? • How will you identify and select targeted children for extra support?

  9. Challenges for schools and teachers to consider when choosing, using and analysing assessment tools. Case Study from Lead Teacher Cluster by Marie Hirst 34 students from Years 4 to 6 AsTTle, IKAN and GloSS

  10. Only 14 out of 34 children (41%) were assigned the same curriculum level from both GloSS and AsTTle. Alignment of Curriculum Level Achieved Number of Children G

  11. Why were 55% (6 out of 11 children) with a low GloSS stage 4-5 (Level 1-2) assessed higher in AsTTle? The difference in levels was only minor, 1 sub-level higher.

  12. Why were 55% (6 out of 11 children) with a low GloSS stage 4-5 (Level 1-2) assessed higher in AsTTle? Problem solved correctly but low level thinking/strategy used. AsTTle, unlike GloSS does not take into account how a problem is solved. For example, Robert went to the shop with $2. He bought an ice-block for 75c. How much change did he get • Lucky guess when ticking a multi-choice box. There were 4 multi-choice questions at Level 3 or Level 4. All of the 6 children got one or more of these correct. This may have bumped up their score.

  13. Why were 61% (14 out of 23 children) with a high GloSS stage 6-8 (Level 3-5) assessed lower in AsTTle? For 43% students the difference is minor, only 1 sub level below on AsTTle. The remaining 57% had a relatively large variance of 2 or more sub-levels below.

  14. Why were 61% (14 out of 23 children) with a high GloSS stage 6-8 (Level 3-5) assessed lower in AsTTle? The GloSS stage was taken from the highest stage achieved across any domain (add/sub, mult/div, proportions) and therefore may not truly reflect the children’s mathematical thinking. Lack of knowledge of other Level 3 and 4 mathematical ideas assessed only in AsTTle (which accounted for 21% of the test, 7 out of 33 questions) e.g. order of operations, < >, powers of numbers Lower literacy levels or lack of inferential thinking. The data showed no obvious disparity.

  15. Possible Reason 2 Lack of knowledge of other Level 3 and 4 mathematical ideas assessed only in AsTTle (which accounted for 21% of the test, 7 out of 33 questions) • Knowledge of order of operations. (4 questions) • Use of mathematical symbols < > and = (2 questions) • Explain the meaning and evaluate powers of whole numbers. (1 question) Only 4 out of the 14 children (29%) Only 6 out of the 14 children (43%) Only 9 out of the 14 children (64%)

  16. Possible Reason 3 Low literacy levels and/or lack of inferential thinking Some AsTTle problems required significant reading skills and comprehension. AsTTle Question 22 Sarah , Jane and Emma were planning for their class party. John, Bob and David had told them that they would each eat four sausage rolls, but Sarah said that some of the girls would probably eat only three. There are 33 students in the class. Sarah estimated that they would need 100 sausage rolls. Emma estimated that they would need 130 sausage rolls. Whose estimate is best and why?

  17. 9 of the 14 students (64%) incorrectly solved this AsTTle question even though the ‘maths’ was right. 100 because 99 is closest to 100 than 130 100 because they don’t want any left over Sarah , Jane and Emma were planning for their class party. John, Bob and David had told them that they would each eat four sausage rolls, but Sarah said that some of the girls would probably eat only three. There are 33 students in the class. Sarah estimated that they would need 100 sausage rolls. Emma estimated that they would need 130 sausage rolls. Whose estimate is best and why? 100 because 130 is heaps 100 because it is around 110

  18. Why did this child get the answer wrong? Samantha had two coins worth $1.50 in her purse. She went to the dairy and spent 95c. On the way home she found 20c. How much money did Samantha have in her purse when she got home? (Answer = 75c) How much change should Samantha have when she leaves the shop? (Answer = 55c)

  19. How does your school assign one overall IKAN stage – if any?

  20. Challenges for teachers to consider 1. Knowing the purpose for the test “If the main aim of assessment should be to provide information to improve the teaching and learning of mathematics, teachers need to be clear about the learning goals and set assessment tasks that reflect the critical learning objectives” “Assessment tasks convey to the student what learning goals are most important”. (tki.org.nz: assessment)

  21. Challenges for teachers to Consider 2. Knowledge of the assessment tool IKAN: Automatic instant recall of number knowledge. GloSS: How children think. Poor understanding of the Number Framework could result in teachers wrongly recording a student response. AsTTle: Poorly created tests with too wide range of levels and content can result in limited accuracy and diagnostic information. E.g. Stage 4 or 5 children may be better to sit an AsTTle test including levels 2 – 3 only so there is less chance of ‘lucky guesses’ altering their achievement.

  22. Challenges for teachers to Consider 3. Administration of the Assessment Tool • Know how to administer it fairly and consistently. • The language and format of the assessment should also be familiar to the students, i.e. IKAN: practice looking up to see the questions and then writing the answer in a timed manner. GloSS: practice explaining strategies on a one-to-one basis. No leading questions given AsTTle: practice reading the question carefully, answering multi-choice type questions and apply inferential thinking

  23. Challenges for teachers to consider 4. Multiple Sources of Evidence To rely heavily on one source of evidence alone can cause misguided judgement. Quality judgements about student achievement should be made using multiple sources of evidence, including: • formal test outcomes (AsTTle, GloSS and IKAN) • Informal opportunities (bookwork, learning conversations etc.)

  24. Challenges for teachers to consider 5. Formative Vs Summative use of the data Effective use of data involves analysing, interpreting and responding to the information rather than just summarising it. Consider gaps and next steps rather than just collating curriculum levels. When using GloSS and IKAN ensure consistency is given to: • Whether stages assigned are instructional or achieved? • How one overall IKAN or GloSS stage is assigned (the highest or average stage across any domain?).

  25. Challenges for teachers to consider 6. Student Involvement Assessment practices should benefit the student and they should be supported to understand what is being assessed and why. “When students are clear about their learning goals and receive specific feedback on their achievement they can monitor their own learning and set goals”. “Assessments that reflect the important learning goals not only help the teachers develop a responsive teaching programme but can enhance the student’s ability to take responsibility for their learning” (tki.org.nz)

  26. Challenges for schools and teachers to consider when selecting assessment tools • Know the purpose for the assessment. • Administer fairly and consistently. • Have sound knowledge of the assessment tool • Formatively vs summative use of data. • Use multiple sources of evidence. • Involve the student.

  27. What’s New? Keeping you updated

  28. Parent Pamphlets http://www.minedu.govt.nz/Parents/YourChild/ProgressAndAchievement/NationalStandards/Introduction/SupportingYourChildsLearning.aspx Parent pamphlets

  29. TKI – Responses to NS Queries http://assessment.tki.org.nz/Overall-teacher-judgment/Responses-to-National-Standards-queries-from-schools

  30. nzmaths

  31. Future workshop dates • Wed 17 Nov: Lead Teacher Workshop • Wed 1 Dec: 1 Day Survival Effective Numeracy Course for teachers new to numeracy • 2011 PD • Register your interest by 30 October -form

  32. Thought for the day Eleven plus two When you rearrange the letters becomes……… Twelve plus one

  33. Statistics

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