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National Standards in Reading & WritingSources : NZ Ministry of Education websites. G Thomas , J Turner1Objectives of sessionLearn more about National StandardsBecome familiar with the support materials for teachers, particularly websites.UnderstandingsWhat is a standard?What is an OTJ?How do teachers use illustrations?

Mary Chamberlain explains - http://nzcurriculum.tki.org.nz/National-Standards/From-great-to-excellent

What do you think the purpose of National Standards is? 3So what is a standard?http://nzcurriculum.tki.org.nz/National-Standards/Reading-and-writing-standards

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The standards are broad descriptionsfocus on students using their reading, writing and mathematics for a range of curriculum-related purposesnot lists of items of knowledge and skillsmulti-dimensional rather than uni-dimensional, each standard has a number of aspects to it that need to be considered separately in order to see the whole.

If you can prioritise, focus on the really most significant (things) and measure them in a myriad of ways not just one, then you will have a winning system. Prof W James Popham

Prepared for the TAG meeting: 29 March 20125Decisions how do teachers know whether their students are Meeting the standard (ie at the standard)Above the standardBelow the standard?Teachers must make an

OVERALL TEACHER JUDGEMENTotj6From page 13 National Standards

Key words/ phrasesAssess during the yearEvidence use the evidence already gathered to inform teaching, next learning steps etcDraw evidence gathered at a point in time judge best fitConsider use of literacy as interactive tools use across the curriculumLargely by themselves/ independently

OTJshttp://nzcurriculum.tki.org.nz/National-Standards/Key-information/Fact-sheets/Overall-teacher-judgment

From Ministry SummaryMaking judgments involves both student and teacher.Evidence is collected cumulatively over the year, in contexts across the curriculum and is brought together to judge achievement in relation to National Standards.There is a need for information from a range of assessment approaches so that decisions are dependable.An overall teacher judgment is used to determine which standards are the best fit, then whether a student is above, at, below, or well below the standards that relate to their level.Moderation improves both the dependability of overall teacher judgments and the evidence that supports them.Teacher curriculum and pedagogical content knowledge is essential for making a dependable overall teacher judgment.Overall teacher judgments, constructed with students, are the basis of the reporting in relation to National Standards.

Dependability of evidenceValidityReliabilityHow do we as teachers ensure that the sources of assessment evidence gathered are valid and reliable? Validity

Does the assessment task/instrument measure what is to be assessed as accurately as possible? Does it match the quality level outlined in the learning intention/criteria? Reliability

Repeatability students producing consistent results at different times.

Validity and reliabilityHow can we ensure the evidence we gather, as evidence of learning, provides valid and reliable information?1. Through collecting multiple sources of evidence (triangulation)

13TRIANGULATING EVIDENCE OF LEARNINGObserving the process a student uses to complete a learning taskConversing with the student to find out what they know, understand and can do.Gathering results from formal assessments, including standardised tools.Any point of the triangle provides an approach to gathering evidence of learning. The use of a range of evidence accumulated over the year builds dependability in progress and achievement decisions.14Davies & Hill (2009)Teachers and students collect a large amount of evidence over time from multiple sources. It is designed to account for all that is learnt by individuals. When done well, classroom assessment is better able to give a more valid and reliable account of a students learning.(p. 55.)2.Through ensuring the collection of sources of evidence is progressive and cumulative.Any assessment can only provide a snapshot of achievement on a particular day. Performance will vary from day to day depending on the:

nature of the assessment task the conditions in which the assessment is undertaken purpose of the assessmentstudents preparation students engagement and motivation.Through teachers engaging in processes of moderation.

classessyndicateswhole schoolwith other schools (clusters)

Illustrations of individual reading and writing texts.http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/National-Standards-Reading-and-Writing/National-Standards-illustrations

18SO HOW MUCH EVIDENCE?There is no right answer. Teachers need to have enough evidence to be able to identify patterns and trends in student learning so that they are able to make OTJs (overall teacher judgements).To do this this they need evidence that encompasses the full range of what needs to be covered. The evidence needs to have been gathered from multiple sources and over time.Sometimes formal assessments are used by schools to ascertain student performance in relation to school and national benchmarks. This information may be used to complement the classroom-based data related to individual students learning.

(Davies & Hill, 2009)

19When deciding whether or not you have enough evidence you need to ask whether you have enough information about your most important goals. i.e. to:provide focused feedback and guidance to learnersidentify the next steps in teaching and learningreview and revise teaching and learning programmesprovide information to parents/caregivers so that they can support the students learningguide strategic planning and decisions about professional developmentmonitor the progress of individual students, subgroups of students, and whole cohorts to identify gaps in achievement and strategies to close them.

21A case study year 5 http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/National-Standards-Reading-and-Writing/Differentiation-between-the-writing-standards/Year-5-and-6

Click through the clips to see how Kellie uses the standards and progressions to support her teaching and then assess the childrens work in a social studies context. 22Knowledge of literacy learning http://nzcurriculum.tki.org.nz/National-Standards/Professional-development/Professional-learning-modules/Knowledge-of-literacy-learning

Knowledge of the learnerhttp://nzcurriculum.tki.org.nz/National-Standards/Professional-development/Professional-learning-modules/Knowledge-of-the-learner

Relationships between documentsNew Zealand CurriculumNational Standards Years 1-8Literacy Learning Progressions25New Zealand Curriculum The NZC is a statement of official policy relating to teaching & learning in English medium NZ schools. Its principle function is to set the direction for student learning & to provide guidance for schools as they design and review their curriculum. p6 NZC26National Standards in Reading and Writing The standards for reading and writing establish the level of literacy expertise that can reasonably be expected of most students by the end of each period or year of schooling, from the first year of school through to the end of year 8 page 827Literacy Learning Progressions-meeting the reading & writing demands of the curriculum describes & illustrates the literacy-related knowledge , skills and attitudes that students need to draw on in order for students to meet the reading and writing demands of the NZC from year1 to year10 p3 LLP28For this weeks workshopRead Timperley & Parr Qualities of evidence. Available through library e-reserve.