Making an OTJ in relation to the mathematics standards Northcote/Glenfield Birkenhead Lead Teachers Workshop 1 Heather Lewis Michelle Wetherall Christine Hardie

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. development National Standards Support Module 7: Engaging Learners With 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 Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: Test Outcomes Evidence 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?

PAT AsTTle Portfolios Exemplars Sample books Teacher-made tests Interactive Observing Questioning Listening Discussion The Healthy Pyramid Practice Classroom 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, 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:

12345 After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y 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?