Lead Teacher Workshop 5

Lead Teacher Workshop 5

Twice a year in writingGenderMaoriPacific island2012 to report on the 2011 yearFalseEarly L2FalseAt L3

The purpose of this session is

Continue a moderation process for making Overall Teacher Judgements.

Keep you updated with the latest maths resources and news.

Continuing the Moderation Process for Making Overall teacher Judgements

Making and Moderating Overall Teacher Judgements

National standards are NOT Administering the example tasksDoing a PAT or asTTLe testNational testing

SO ARBs may be helpful!

An ARB task is one piece of evidenceARB tasks providein depthinformation about anaspectof a standard. ARB tasks rely on teachers analysing students' work. Many ARB tasks have been assigned a difficulty band for each question. National Standards and the ARBs

ARBs and Formative AssessmentSince 2003, ARB resources have been fundamentally formative.

ARB had a summative focus.1998Formative information included.2000 Mainly for classroom use.2003 Formally formative2010 Formative and to support teachers with National Standards

Teacher information pagesTask administration Answers/responsesCalibratione.g. easy (60-79.9%)Diagnostic and formative information (common wrong answers and misconceptions)Student strategiesNext steps Links to other resources/information and to concept mapsSamples of student workLinks to the National Standards

Assessment resourcesFor classroom teachersAbout 2800 resources for assessmentThree curriculum areas (Maths, English, Science)FreeLevels 2 5Research based resource developmentFurther support material and next stepsLinks to the National Standards

Resource: MS2184 (Measurement)Students responses (underlying conceptions):1.6 16 11 7 4 6

1. Strategies behind these?2. Match to the National Standards?

Match to the Standards (MS2184)The accurate use of a ruler to measure with whole number units could suggest achievement at curriculum level 2 (Year 4, National Standards).For question c) students who answer with the approximate whole number measure are likely to be operating at curriculum level 2.Students who identify the half measure are likely to be operating at early curriculum level 3 (Year 5, National Standards).Students who do not measure from zero are likely to be operating early (or below) curriculum level 2 for Measurement.

Resource: GM4188 (Shape and space)Plus 3 more shapes

Match to the Standards (GM4188)Students who can visualise and identify 2 correct nets of an open box from a selection without folding.Students who can visualise and identify 3 correct nets from a selection.Students who can visualise and identify all 4 correct nets (some notably harder to visualise).

Match to the National Standards?

http://arb.nzcer.org.nz/user name: arbpassword: guide

[email protected]

Making an OTJ

You are a 1 or a 2

1s read Standard Referenced/Norm referenced/Criterion referenced

2s are reading the OTJ page . When you have finished, make notes of points that you have found useful Then share your findings in pairs.Updated Policy

Using data to inform teaching and learning

Charters- new requirements/dates (Gayle Britten)

Target Setting

Charters

Planning Ahead for 2011What assessment practices will you keep, modify, stop, start?What and how will student achievement and progress in relation to the Standards be passed on to the next teacher next school?How will you identify and select children targeted for extra support?What will any extra support interventions look like?

Whats New?Keeping you updated

Parent pamphletsParent Pamphlets

nzmaths

Sharing a resourceShare a new resource insmall groups, where possible, willput on the wiki-space- pleaseforward an e-copy to me.

Lead Teacher AnalysisPlease use same sheet, put new dots and add to. Comments/requests for next year.

Thought for the dayEleven plus twoWhen you rearrange the letters becomes Twelve plus one

***Make explicit in the intro that this is a taster only and will be followed up further in future workshops.

*An ARB task should never be usedby itselfto decide whether a student has met a particular standard. It provides one piece of evidence that the student is meeting the standard.

ARB tasks providein depthinformation about anaspectof a standard. They do not provide evidence of meetingallof the requirements of a standard for that year.

ARB tasks rely on teachers analysing students' work. Moderation across classes, or between schools, ensures consistency of their judgements.

Many ARB tasks have been assigned a difficulty band for each question. This provides an indication of how difficult the trial students found the task. It is not, however, relevant to the standard itself.One way that the ARBs support teachers is through the information provided on the teacher pages. There is information on administering the task especially if its a practical task, the answers and the difficulty levels (indication only) of those responses. There is also information about common errors and misconceptions and there may be information about strategies students have used to solve problems. Next Steps suggests what you could do next with students, and there are links to other resources both within the ARBs and external links For example, Science may link to the Building Science Concepts books and Maths may link to the Number Framework and the Figure it Out books. In Maths we also link our resources to similar/complementary ARB resources and, where appropriate, to our concept maps which Ill talk about next.Hand out 3 questions (Example questions of ARB fractions items) & get people to look at first question (fold if necessary) and write the answer showing working.Get them to identify different ways of getting an answer share in pairs/groupsHow difficult do they think it would be at level 4Identify possible incorrect responses and the misconceptions behind themFor one of the misconceptions a possible next stepIs there something similar or helpful teachers have seen? FIO, Numeracy project material, etc

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