Mathematics Standards And Making OTJs 16 November 2011

1. Mathematics Standards And Making OTJs 16 November 2011

2. Purpose of this session is… • to gain a greater understanding of the Mathematics Standards. • To identify how the standards fit in our classroom mathematics programmes.

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). • Effective teaching and learning is the key.

4. Key Messages pages 6 & 7 • The standards are statements about what students should know and be able to do • Reflect complexity and challenge of problems and contexts • Establish an expectation of progress through curriculum levels over time. (independently and most of the time p.12) • Curriculum drives teaching, standards support teachers to assess • Purpose is to promote quality teaching and learning, be able to identify next steps for learning • Structured according to the strands of the curriculum • Underpinned by research

5. What are the connections between.. • The New Zealand Curriculum • Mathematics Standards • The Number Framework

6. Curriculum levels Mathematics Standards Numeracy Strategy Stages

7. The mathematics behind the standards Years 1-2 – counting, grouping Years 3-4 – additive, place value Years 5-6 – advanced additive/early multiplicative Years 7-8 – advanced multiplicative Adult Numeracy Level = Stage 7 – advanced multiplicative

8. The Number Framework • The expectations for number are the most critical requirement for meeting a standard • The number framework helps teachers and children understand the requirements of the number and algebra strand of the mathematics and statistics curriculum learning area • Two main sections – a distinction is made between strategy and knowledge NDP Book 1, page 1

9. NZC and National Standards Strong emphasis on students’ ability to solve problems and model situations in a range of meaningful contexts by selecting and applying appropriate knowledge, skills, and strategies. Meeting a standard depends on the nature of a students response to given problems, not just their ability to solve the problems.

11. Overall Teacher Judgement Teachers continually adjust teaching to match learning needs based on what they notice Is making an OTJ a different action? If so what needs to happen differently?

12. Assessment in the NZC 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…… NZC – page 39

13. An OTJ involves drawing on and applying the evidence gathered up to a particular point in time in order to make an overall judgement about a students progress and achievement tki.org.nz/Overall-teacher-judgement

14. 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. The Healthy Pyramid Practice Classroom Assessment Information Source Use Little One off Aligned to learning goals Use Some Occasional Use Lots Repeated For STRENGTH of information, use multiple samplings from multiple sources. NZEI Te Riu Roa and Lester Flockton, 2009.

17. Sources of evidence to support decision-making Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: Overall Teacher Judgement Test Outcomes Evidence gained from assessment tools, including standardised tools:

18. Sources of evidence to support decision-making Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: • Focussed Classroom Observation • Student books and tasks • Running Records • GLoSS • JAM/NumPA • Student peer assessment • Conferencing • Interviewing • Questioning • Explaining • Discussing Overall Teacher Judgement Test Outcomes Evidence gained from assessment tools, including standardised tools: • An Observation Survey of Early Literacy Achievement • PAT • STAR • e-asTTle/AsTTle V4 • IKAN • GLoSS • JAM/NumPA

19. Using evidence to make an OTJ What types of evidence does your school collect to support OTJs in mathematics? How and when is the evidence collected? How do your teachers collate and analyse the evidence? How much should be in written records? This must be manageable and not anything extra to what you are already doing!

20. Assessment Key Messages (page 12) • When assessing a student’s achievement and progress, the teacher needs tomake 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).

21. To build consistency, use: Teacher judgements and supporting evidence – bring evidence for children that are tricky (most we know!) Discussions with other teachers – syndicate meetings using the standards and the illustrations Elaborations from NZMaths to build understanding of all strands of mathematics curriculum Teachers learn more about the curriculum Moderation