1 / 21

Welcome

Welcome. The webinar will start at 12 noon. You will be able to contribute your thoughts, questions and ideas via the public chat window. Purpose of this session.

shanae
Télécharger la présentation

Welcome

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome • The webinar will start at 12 noon. • You will be able to contribute your thoughts, questions and ideas via the public chat window.

  2. Purpose of this session • Share some of the things I’m learning about using the information from the Assessment Tool to inform teaching with a group of learners • Give an overview of the reports generated by the tool • Look at how the NAT results can inform teaching plans and formative assessment tasks

  3. This case study • The learners • Youth Guarantee students studying Level 2 Certificate in Hospitality • The programme • Table/ restaurant service • Food preparation/cookery • Barista/beverage service • Workplace calculations/read texts • LINU

  4. The team • Home tutor – table service, hospitality theory, pastoral care • Cookery tutor • Literacy advisor/specialist • Numeracy advisor/specialist

  5. Assessing the Group • Computer lab booked for 2 sessions, timetabled into their programme • Literacy assessment Monday, Numeracy Thurs • Fully-adaptive online versions • Observations • Considerations for future

  6. The Results are in! Now What???

  7. Information available • Group reports • Summary Report (Bar chart) • Progress Report (Box plot, aka box-n-whisker) • Individual reports • Learner Assessment Report (Scatter plot) • Question details

  8. Further formative assessment • Identified common weaknesses in proportional reasoning. • 10 contextualised questions given to learners targeted at about step 4 of Make Sense of Number strand. • The results mirrored very closely the group numeracy report

  9. Original draft for embedded numeracy

  10. Adapting Teaching Plan • Reign in ideas about how far I could go /how much to cover in a session • Full-group, hands-on numeracy sessions in the kitchen went reasonably well • Follow-up sessions (tutorials) work best with small groups of similar abilities • Consider ‘exemption’ test for high level learners • Mini-whiteboard sessions worked really well

  11. A bit more on analysing reports… First information – group reports • Build general profiles of the steps • What generalisations can we make about a learner who answers most Reading assessment questions at step 3? • What can and can’t we expect from a Step 3 reader? • What generalisations can we make about a learner who answers most Numeracy assessment questions at step 3? • What can and can’t we expect from a Step 3 problem solver?

  12. Analyse & Prioritise • What key words are highlighted multiple times? • Which of the highlighted skills are required regularly in your course or vocation? • What deliberate acts of teaching will support your learner to acquire those skills?

  13. Analyse & Prioritise • What are the number knowledge gaps? • Which strategies are highlighted multiple times? • Any questions you’d like to look at in more detail? • Which of the highlighted skills are required regularly in your course or vocation? • What deliberate acts of teaching will support your learner to acquire those skills?

More Related