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Ko te pae tawhiti whaia kia tata Ko te pae tata whakamua kia tina Seek out the distant horizons

Ko te pae tawhiti whaia kia tata Ko te pae tata whakamua kia tina Seek out the distant horizons And cherish those you attain. Making an OTJ At Your School. What is an OTJ ?.

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Ko te pae tawhiti whaia kia tata Ko te pae tata whakamua kia tina Seek out the distant horizons

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  1. Ko te pae tawhiti whaia kia tata Ko te pae tata whakamua kia tina Seek out the distant horizons And cherish those you attain

  2. Making an OTJ At Your School

  3. 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)

  4. Which of these could be valid reliable evidence for making an OTJ ? What is evidence?

  5. Discussion What 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?

  6. Sources of evidence to support OTJ: Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: • Focussed Classroom Observation • Student books and tasks • Running Records • Student peer assessment • Conferencing • Interviewing • Questioning • Explaining • Discussing Overall Teacher Judgement Test Outcomes Evidence gained from assessment tools, including standardised tools: • 6 year Observation Survey • PAT • Star • E-asTTle/AsTTle V4 • GLoSS and IKAN

  7. 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 fromFact sheet 7: Overall Teacher Judgement, MOE, 2010.

  8. The Healthy Pyramid Practice Classroom Assessment Information Source Use Little Aligned to learning goals Use Some Use Lots For STRENGTH of information, use multiple samplings from multiple sources. NZEI Te Riu Roa and Lester Flockton, 2009.

  9. The Healthy Pyramid Practice Classroom Assessment Information Source Use Little Aligned to learning goals Use Some Use Lots For STRENGTH of information, use multiple samplings from multiple sources. NZEI Te Riu Roa and Lester Flockton, 2009.

  10. 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.

  11. Curriculum levels Mathematics Standards Numeracy Strategy Stages

  12. Okay, so your teachers have made their OTJs. What’s the next part of the process?

  13. 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?

  14. 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

  15. 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?

  16. 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)

  17. 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?

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