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Welcome

Welcome. The webinar will start at 12 noon. You will be able to contribute your thoughts, questions and ideas via the public chat window. Purpose of this session.

shanae
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Welcome

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Presentation Transcript

  1. Welcome • The webinar will start at 12 noon. • You will be able to contribute your thoughts, questions and ideas via the public chat window.

  2. Purpose of this session • Share some of the things I’m learning about using the information from the Assessment Tool to inform teaching with a group of learners • Give an overview of the reports generated by the tool • Look at how the NAT results can inform teaching plans and formative assessment tasks

  3. This case study • The learners • Youth Guarantee students studying Level 2 Certificate in Hospitality • The programme • Table/ restaurant service • Food preparation/cookery • Barista/beverage service • Workplace calculations/read texts • LINU

  4. The team • Home tutor – table service, hospitality theory, pastoral care • Cookery tutor • Literacy advisor/specialist • Numeracy advisor/specialist

  5. Assessing the Group • Computer lab booked for 2 sessions, timetabled into their programme • Literacy assessment Monday, Numeracy Thurs • Fully-adaptive online versions • Observations • Considerations for future

  6. The Results are in! Now What???

  7. Information available • Group reports • Summary Report (Bar chart) • Progress Report (Box plot, aka box-n-whisker) • Individual reports • Learner Assessment Report (Scatter plot) • Question details

  8. Further formative assessment • Identified common weaknesses in proportional reasoning. • 10 contextualised questions given to learners targeted at about step 4 of Make Sense of Number strand. • The results mirrored very closely the group numeracy report

  9. Original draft for embedded numeracy

  10. Adapting Teaching Plan • Reign in ideas about how far I could go /how much to cover in a session • Full-group, hands-on numeracy sessions in the kitchen went reasonably well • Follow-up sessions (tutorials) work best with small groups of similar abilities • Consider ‘exemption’ test for high level learners • Mini-whiteboard sessions worked really well

  11. A bit more on analysing reports… First information – group reports • Build general profiles of the steps • What generalisations can we make about a learner who answers most Reading assessment questions at step 3? • What can and can’t we expect from a Step 3 reader? • What generalisations can we make about a learner who answers most Numeracy assessment questions at step 3? • What can and can’t we expect from a Step 3 problem solver?

  12. Analyse & Prioritise • What key words are highlighted multiple times? • Which of the highlighted skills are required regularly in your course or vocation? • What deliberate acts of teaching will support your learner to acquire those skills?

  13. Analyse & Prioritise • What are the number knowledge gaps? • Which strategies are highlighted multiple times? • Any questions you’d like to look at in more detail? • Which of the highlighted skills are required regularly in your course or vocation? • What deliberate acts of teaching will support your learner to acquire those skills?

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