Mathematics StandardsAnd

Making OTJs

16 November 2011

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.

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.

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

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

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

The mathematics behind the standards

Years 1-2 – counting, groupingYears 3-4 – additive, place valueYears 5-6 – advanced additive/early multiplicativeYears 7-8 – advanced multiplicative

Adult Numeracy Level = Stage 7 – advanced multiplicative

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

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.

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?

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

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

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?

Student B

The Healthy Pyramid PracticeClassroom Assessment Information Source

Use LittleOne off

Use SomeOccasional

Use LotsRepeated

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

Aligned to learning goals

Sources of evidence to support decision-making

Observation of ProcessEvidence gained from informal assessment opportunities:

Learning ConversationsEvidence arising from Learning Conversations:

Test OutcomesEvidence gained from assessment tools, including standardised tools:

Overall Teacher

Judgement

Sources of evidence to support decision-makingObservation 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•GLoSS•JAM/NumPA•Student peer assessment

•Conferencing•Interviewing•Questioning•Explaining•Discussing

•An Observation Survey of Early Literacy Achievement•PAT•STAR•e-asTTle/AsTTle V4•IKAN•GLoSS•JAM/NumPA

Overall Teacher

Judgement

Using evidence to make an OTJWhat 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!

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).

Moderation

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 curriculumTeachers learn more about the curriculum