Making an OTJ in relation to the mathematics standards

Northcote/GlenfieldBirkenhead

Lead TeachersWorkshop 1

Heather Lewis hs.lewis@auckland.ac.nzMichelle Wetherall m.wetherall@auckland.ac.nz

Christine Hardie c.hardie@auckland.ac.nz

Ned and Kristin

You will be working as a member of a group. Your group will have to solve a problem working together. You will get a clue of your own that has information on it. The group needs that information to do its work.

There’s a rule though, that say says you can’t show your clue to others – you may tell them about it – you may read it aloud. But you cannot show them!

Why such a weird rule?

In the real world you can see only a part of a big problem. Other people see different parts. You have different views, perspectives and you know different things. To solve the WHOLE problem you need to communicate:

- you have to tell others what you know- you have to listen to what they know- you have to take their ideas into account- you have to make sure your ideas don’t get lost

From “United We Solve”, Tim Erickson, 1996

Ned and Kristin

Without a problem, there is no mathematics.Holton et al. (1999)

A problem presents a situation that requires action; it may be realistic or imaginary. The mathematics standards are based on problem solving.

The expectations defined by the standards include how a student solves a given problem, not only the student’s ability to solve it.

http://nzcurriculum.tki.org.nz/National-Standards/Professional-developmentNational Standards Support Module 7: Engaging LearnersWith Mathematics

Assessment in the NZC (page 39)

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……

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).

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.

Map Activity

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•Running Records•Student peer assessment•Gloss and IKAN

•Conferencing•Interviewing•Questioning•Explaining•Discussing

•6 year Observation Survey•PAT•Star•E-asTTle/AsTTle V4•GLoSS and IKAN

Overall Teacher

Judgement

Sources of evidence to support OTJ:

Watch Nathaniel:

Evidence Time!

• Look at the types of evidence. What do you notice?

• Look at the evidence again. Is there anything that is not useful in making an OTJ? Sort into piles ‘useful’ and ‘not useful’.

• Refer to the OTJ diagram and Healthy Pyramid. Where does the assessment evidence currently sit?

The Healthy Pyramid PracticeClassroom Assessment Information Source

Use Little

Use Some

Use Lots

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

Aligned to learning goals

First:Make a “best fit” overall teacher judgment.

Second:Consider judgment in relation to student’s age or year level.

Third:Identify next teaching and learning steps.

In your groups:

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

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?