Post on 17-Mar-2016
description
Ko te pae tawhiti whaia kia tataKo te pae tata whakamua kia tina
Seek out the distant horizonsAnd cherish those you attain
Making an OTJ At Your School
What is an OTJ ?“An OTJ draws on and applies the evidence gathered up to
a particular point in time in order to make a judgment about a student’s progress and achievement. Using a range of approaches allows the student to participate throughout the assessment process, building their assessment capability … No single source of information can accurately summarise a student’s achievement or progress. A range of approaches is necessary in order to compile a comprehensive picture of the areas of progress, areas acquiring attention, and what a student’s progress looks like.” (MOE, 2010)
Which of these could be valid reliable evidence for making an OTJ ?
What is evidence?
DiscussionWhat forms of evidence is your school currently
using to inform OTJs?Think about :• Formal• Informal• Recording of above
What is the purpose of each type of assessment?
Observation 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•Student peer assessment
•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:
Making an OTJ in Mathematics:Overall teacher judgements of progress and
achievement 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. Adapted from Fact sheet 7: Overall Teacher Judgement, MOE, 2010.
The Healthy Pyramid PracticeClassroom 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
The Healthy Pyramid PracticeClassroom 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
So what do you do with this collection of evidence?We use the following documents to make a
judgment using this collection of evidence.
• New Zealand Curriculum• The Number Framework book• National Standards
Also consider using illustrations and exemplars on nzmaths.
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
Okay, so your teachers havemade their OTJs.
What’s the next part of the process?
What is moderation of OTJs?The process where teachers compare judgments to either confirm or adjust them.
What process do you use in your school?Consider :•How do you, as a leader, ensure consistency of OTJs across classes/levels/whole school? •How are you sustaining the moderation process ?•What are some of the challenges?
Requirements for effective moderation• Understanding the curriculum• Understanding numeracy framework (Book 1)• Understanding of standards• Provision of exemplars/illustrations• Deep content knowledge• Strong pedagogical and assessment knowledge/skills• School culture of ongoing professional learning• Reflective, secure professionals; open minded• Well developed interpersonal skills
Moderation also requires:• Consistency and collegial support around
difficult decisions around boundary areas. In national standards - ‘early’ and ‘at’.
• Have you discussed with your teachers how they have made decisions with these boundary areas? Are there clear processes in place in your school?
Moderation principles to consider• Equity (e.g. choice of topics; explicit criteria)• Fairness (e.g. visual impairment)• Comparability (equivalence of performance
characteristics) • Reference point (same, credible, dependable)• Dependability (representativeness; typical)• Sufficiency (data saturation; confidence in
repeatable performance)
What are the OTJ and moderation implications for your school?• What are you currently doing well?
• What aspects of evidence 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?