Otorohanga Primary School21 June 2010

Mathematics Standards for Years 1-8

The Big Picture

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NZC

Evidence Gathering

National Standards

Multiple sources of evidence from:

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OBSERVING:Classroom interactions and observationModelling books Student behavioursWritten recording Think boardsStudents work books

GATHERING:Assessment Tools e.g. GloSS, IKAN, NumPA (part or all of it.) PAT, ARBs, asTTLe

CONVERSING:Learning ConversationsGroup, individual,Student voice: Questioning, Explaining, Discussing

Overall Teacher Judgements

No single source of information can accurately summarise a student’s achievement or progress. A range of approaches is necessary in order to gather a comprehensive picture of the;• areas of progress and achievement. • areas requiring attention, and • what a student’s unique progress looks like.

It is necessary to draw on multiple sources – not multiple tests.

Moderation

Effective assessment practice involves moderation. Moderation is the process of teachers sharing their expectations and understanding of standards in professional discussions with each other in order to improve the consistency of their decisions about student learning.

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http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Fact-sheets

Mathematical Tasks

• Making the link to NZC and Mathematics Standards

• An example of a task that could contribute to an OTJ.

• Choosing an appropriate task.

• Not an “extra” but part of the natural progression of the unit of work.

• Meaningful contexts

• Not a test!

• Look for complexity in the task and determining the different responses children may give.

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Your Task

Too Much Telly

• Work through your task with your group.

• Identify the ways that students may solve the task.

• Use your Mathematics Standards book/poster and NZC to determine the best fit in relation to the standards.

• Report your defensible/dependable judgement to the rest of the group.

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Rich tasks open up mathematics. They transform the subject from a collection of memorised procedures and facts into a living, connected whole. Rich tasks allow the learner to 'get inside' the mathematics. The resulting learning process is far more interesting, engaging and powerful; it is also far more likely to lead to a lasting assimilation of the material for use in both further mathematical study and the wider context of applications.

What Is a Mathematically Rich Task?

Rich tasks can enable students to work on mathematics in some of the following ways:

Step into activities even when the route to a solution is initially unclear Getting started and exploring is made accessible to pupils of wide ranging abilities Pose as well as solve problems, make conjectures Work at a range of levels Extend knowledge or apply knowledge in new contexts Allow for different methods Have opportunities to broaden their problem-solving skills Deepen and broaden mathematical content knowledge Have potential to reveal underlying principles or make connections between areas of mathematics Include intriguing contexts Have opportunities to observe other people being mathematical or see the role of mathematics within cultural settings

Profiles

• How will we record this

• Design a template for a “rich task”.• Headings (links to curriculum / national standards / numeracy)

• Sections

• Student recording onto the sheet?

• Overall Teacher Judgement

• Moderation