Kei waenganui te akonga - Kei manawa te akonga

Bernie Wills Assistant Head of Learning Area Mathematics

Frances Horne Co-Head of Learning Area Mathematics

Hutt Valley High School

bernie.wills@hvhs.school.nz

Co-educational school in Lower Hutt1750 students and 160 staff

Reflection at end 2016 Look and feel of rooms Assessments driving course Teaching/timing MindLab Post-Grad Certificate Existing school structure

Flipped learning Student written internals More emphasis on group work Class work self paced Combined y9 and 10 classes CoreEd Modern Assessment course

Effective assessment:

Effective assessment:Effective assessment:

Effective assessment:

What assessment issues are we currently grappling with (e.g. combining/interpreting data, teacher assessment knowledge, digital assessment, other…)

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What assessment issues are we currently grappling with (e.g. combining/interpreting data, teacher assessment knowledge, digital assessment, other…)

Pre 2017

Move to context based questions has increased literacy requirements (not just bare skills)

Focus on number of credits achieved (rather than deeper understanding)

Too many topics within courses (insurance) Excellence difficult (key words vs extended

abstract thinking) Interruptions stressful

2018 Pāngarau Waenganui

Moving away from Level 1 assessmentNew skills to write own tasksCombining standards within assessment tasksRange of concurrent standards (challenges) Learning for understanding

2017

Flipped Student written internal assessment

tasks (option) Variability of externals (esp L1) Internal moderation

Cater for NumeracyMarking of individual tasksFormative assessmentFormat of evidence

How are we using our assessment flexibility wisely – post National Standards, or NCEA reviews?

Pre 2018

Summative 1 resub (time issue to have alt assessments) Crowded course structure to cope with range

of students goals No time for deeper understanding Teacher driven

Pāngarau Waenganui

More flexibility for resitsBetter understanding > higher gradesSit assessment when readyLess time pressure (esp y11)Better targeting of learning/assessmentSharing with peers & open to whānau

How do we partner with parents/whānau to share information?

Existing 2018

Welcome emails Report evenings (5 minute “speed dating”) A minimum of one Kamar comment per term –

usually on an assessment result Attitude to Learning grades – Behaviour,

Effort, Completion of work, Readiness to Learn

Occasional message (usually when something has gone wrong)

Assessment results on Parent Portal Year 9 & 10 Learning Conversations twice a

year

Reporting summative so only find out when student has “failed”

Pāngarau Waenganui

Information evenings – over 200 attendeesStudent ePortfoliosAcademic mentoringDiscussion over A2L gradesVideos open for whānau to view

How do we partner with parents/whānau to share information?

GOOGLE slides templateShare with parents/whānau and teacher

Students make own copy“One stop shop” for students and whānau

y12 Maths classes – L2 Trigonometry

y12 Maths classes – L2 Trigonometry

y12 Maths classes – L2 Trigonometry

Used videos?

i liked how the mathnz one was specially catered for this assessment. it couldve included more examples though as here was only one video on the assessment It was good because I could pause and write notes in my own time I used some of the videos my teacher put onto Google Classroom. I found that smaller videos such as the radians was quite helpful.It was just more examples to make sure I remembered the processesI has been in two different maths classes and in the first one we just watched to videos and then do exercises, I didn't likeit much because It was like the teacher is doing nothing, I would have like the teacher to explain an exercise and then let us do the other ones. The thing that I like is that I can practice everytime I want just seeing the videos I liked this style because I could work at my own pace without feeling like I was slowing the rest of the class downYes it was goodI ebjoyed the style of learning and i beleive it helped me acheive more Yes I liked the style... there's nothing I dislikedAbsolutely agreeing on the fact learning from videos. I would also welcome teaching from my math teacher to quickly explain or ask students if they understood?I liked it for this topic as I understood the rules quite easily and quickly. With a more difficult topic, I don't think thiswould work and I would need more one on one (or to the class) learning.I loved it i thought it was good for me because i could go at my own pace, and then going over it in class was helpful to clear up anything the videos didnt fully coverI like this style of learning but recommend using computer to presentationI liked the style of learning because it was unique and relaxing compared to other internals.

If you completed the School assessment, why did you choose it rather than writing your own?

Pointless hassle, point of the school is to teach and see what you have learned not just handing out free credits. I was sick at the time of making itBecause I was sick and did not have enough time to create my own question as there was not enough time but I would have preferred to make and use my own question as it would have made the internal more interesting, enjoyable and would motivate me more to answer it.I was going to make my own but got stuck making the diagram, I was concerned that I would either put in too much information or not enough and have measurements that would contradict themselves Couldn't make an appropriate oneI didn't know what shape to makeBecause I often overestimate what is required of me, so I would have written a task more difficult than required.I'm too lazy to write my ownI am confident that I can get a good score from school assessment.The idea of writing my own was scary I started writing my own but then confused myself so I changed last minute I thought it's easy to me Couldn't think of a good questionLooked at past papers and didn't seem too hard.

Own task - What didn't work well for you during this internal assessment?not pre calculating the answer led me to nake a few mistakes/changes when doing the actual assessmentMaking the actual shape and finding contextI found it difficult to figure out what shape I wanted to make and that stressed me outNothing particularly.Everything went well but the process was a little vagueI didnt know if I did things correctly to get the high gradeWorking out which angles and lengths unneeded to give myselfI don't know my work is good enough to get good markNothing NothingI was confused at some points because I made my own questionInstructions on how to get an excellence wasn't that clear but that was probably because I didn't ask too many questions. It is quite hard for some people to think of ideasNothing I don't knowThe instructions were very vague and that made it harder to understand what I am trying to achieve My teachers help during and making of the testIt is too easy for me.Nothing, I mean I felt the pressure of I failed it will be so dumb because it was my own work My teacher didn't help me during the planning stage so I had to take my own time during another spell to get help and complete my plan for the 2 working out spells.Nothing reallyThere was a fan that was blowing in my face

Own task - What worked well for you during this internal assessment?I knew what I was going to be working withI was the one makig the assessment so I felt as if there was less stress on me when I was doing itknew exactly what i had to do, more confidentKnowing what all the measurements were before working it out in classi knew what i was writing aboutBeing able to carry out the measurements myself, so I could understand what I needed to work outI had a notes sheet so if I forgot any formulas I could look at the note sheet I had written. Writing my own internal meant Iwas in control of the work and knew what to expectBeing able to create my own assessment Making the shape and comparing two together I can make up my own assignment Being able to talkMaking my own problemsI understood it moreI basically wrote my own question and I understood it more compared to the standard questions we get in a math internal. Mostly everythingCreating my own meant I understood the actual question better. Sometimes the way things are worded makes it difficult to understand. I can review and improve myselfIt's was good to be able to relate to my own question and understand it thoroughlyKnowing what ill need to complete the assessmentbeing able to talk to people

Year 11 NUMSMASTMATH

Year 12

Year 13

MASTMATH

MCAL MASTSTAT

Senior Maths classes pre 2018

y12 Maths classes – L2 Trigonometry

y12 MAST classes – L2 Trigonometry

y12 MATH classes – L2 Trigonometry

NUMS

13STAT

12MMAT

13MAST13MCAL

Year 11 Year 12402 341

7 660

Senior Maths classes 2018

Present

Far more contact time with studentsTeacher feedback re “knowing” their students6 timetable lines with 4 classes in each > flexibilityMore than half y11 doing L2Contexts of assessments – Lorax > Rouge PlanetsTeacher videosLight board

Developments

Student developed rubricsMastery tasks – formativeBuild on interclass movementsMore tutorials across classesBetter support of struggling/disengaged studentsSupport more project style challengesExtend into y9/10Extend into y13Investigate cross-curricular