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: 1.Dimensions not liked or understood. Decision: changed to strand organisation which is much clearly linked and aligned to NZC. 2.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. 3.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 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).

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. 123 After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 2 3 456 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. Each teacher from a team/syndicate brings evidence of one of those students Select the children whose evidence is conflicting The team selects one student that they have come to an Agreement on and check this with other levels - vertical alignment Using evidence, the National Standards and other exemplars/benchmarks etc come to an agreed judgement An example of a moderation process

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: Test Outcomes Evidence gained from assessment tools, including standardised tools: Focussed Classroom Observation Student books and tasks GLoSS NumPA Student peer assessment Conferencing Interviewing Questioning Explaining Discussing PAT e-asTTle/AsTTle V4 IKAN GLoSS NumPA Overall Teacher Judgement

21. 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, 2009. Aligned to learning goals

22. Mathematics OTJ tracker