ACC Kahui Ako 7 June Moderationdeveloping a shared

ACC Kahui Ako 7 June Moderation-developing a shared understanding of Levels 1 -5 in Writing and Maths

Whakatauki E kore e taea e te whenua kotahi Ki te raranga i te whariki Kia mohio tatou ki a tatou Ma te mahi tahi o nga whenu, ma te mahi tahi o nga kairaranga, ka oti tenei whariki The tapestry of understanding cannot be woven by one strand alone. Only by the working together of strands, and the working together of weavers, will such a tapestry be completed.

The Purpose of today’s workshop To build our knowledge to make dependable overall teacher judgments. By: • Establishing clear understandings about the judgements and the reference material • Building an understanding about the progressions of learning • Knowing what to notice and recognise when making an OTJ • Challenging you to think about possible next steps

The learning pathway - our focus on progress and growth for school, work and life Our education system is designed to support students to build the knowledge, skills and capabilities they need to be successful. The expectations for learning and progress are outlined in our curriculum documents and through the standards that we have set.

1. Shared understanding of the reference materials used to make decisions, including definition of terms. 2. Shared understanding of progressions in the reference materials. Components of Moderation 3. Shared understanding of what to notice and recognise when making decisions. 4. Processes to ensure judgments in relation to reference materials are made in a similar way. Mitchell, K. , & Poskitt, J. (2010)

The value of common reference material, progressions & frameworks • Builds consistency of what to notice and recognise • Highlights gaps in learning opportunities • Gives a consistent framework within and across schools • Progress through learning steps is made visible These are central to strong moderation in and across schools

Moderation is the process of sharing expectations and understanding of standards in order to improve the consistency of decisions (reaching agreement). (TKI Assessment) Year 6 student AT the standard means… Year 6 student Above the standard means… Year 6 student Below the standard means…

Evidence: Overall Teacher Judgments The Overall Teacher Judgment (OTJ), as a judgment of each student's achievement in relation to the National Standards, is central to the implementation of the standards initiative overall. Research suggests: • Evidence suggests OTJs lack dependability • 51% indicated that school-developed resources such as descriptions of performance or annotated work samples were used • Principals’ perception is that their own schools’ OTJs are more reliable (~90%) • Increasingly proportions using National Standards data to inform the provision of tailored teaching interventions and to target the acceleration of specific groups of students

Definitions – What is At, Above, Below, Well below? • For a student to be judged at the standard, evidence of achievement should be, on balance, closest to the standard for their year level or years at school. • For a student to be judged above the standard, evidence of achievement should be, on balance, closest to the standard above their year level or years at school. • For a student to be judged below the standard, evidence of achievement should be, on balance, closest to the standard below their current year level or years at school. • For a student to be judged well below the standard, evidence of achievement should be, on balance, closest to the standard two or more years below their current year level or years at school. http: //assessment. tki. org. nz/Overall-teacher-judgment/Definitions-of-achievement

Conversations and Observations • Student self assessment • Student peer assessment • Group work • Discussions • Group teaching – guided reading and writing • Explanations • Discussions • Conferencing • Questioning by student • Justifying the choices they make in their work • Observations – running records Continually Tasks • • Completed tasks Draft writing books ARBs tasks Work completed away from the teacher that is not highly scaffolded Assessment Tools PAT, STAR, Observational Survey E-as. TTle reading, writing & Maths Periodically

Years 9 and 10 ERO Literacy and Mathematics in Years 9/10 (2012) • …urgent need to improve practice in using literacy and mathematics assessment information for planning, implementing and reviewing the curriculum for all Years 9 and 10 students • It would be useful for the Mo. E to clarify expectations for monitoring student achievement and progress at Years 9 and 10, and the use of students’ achievement information to plan programmes. Literacy and Language Pedagogy within Subject Areas, years 7 -11, (Woolf Fisher 2013) • Teachers effectively teach content, and content vocabulary … but minimise the literacy challenge for students, do it with best interests of students in mind.

NZ Curriculum Outcomes Indicators Sign posts

Refining not redefining

The Learning Progressions Frameworks WRITING READING em xt: processing syst te of e ns se g in ak • M ure of text: text struct e ns se g in ak M • dge vocabulary knowle : xt te of e ns se g • Makin itically of text: reading cr • Making sense r learning. and information fo s ea id se ni ga or • Reading to in rmation and ideas fo in g in us d an ng • Acquiri s. informational text erary experience. • Reading for lit MATHEMATICS • • • Writin g meaning ful text: en • Writin coding; g meaning ful text: te • Writin xt features g meaning. ful text: vo • Using w cabulary k nowledge. riting to th ink and org • Creatin anise for le g texts to c arning. ommunica te knowledge understan ding and • Creatin g texts for literary pu • Creatin rposes g texts to in fluence oth ers. Additive thinking Multiplicative thinking Patterns and relationships Using symbols and expressions to think mathematically Geometric thinking Measurement sense Statistical investigations Interpreting statistical and chance situations.

Aspects of Writing Creating texts to influence others Creating texts for literary purposes Creating texts to communicate knowledge and understanding Using writing to think and organise for learning Writing meaningful text: Vocabulary Writing meaningful text: using knowledge of text structure & features Writing meaningful text: encoding Aspect progression A set of illustrations

The Aspect Framework • Refined the Literacy Acquisition Framework • Made more explicit what is meant by: – Learning the code – Making meaning – Thinking critically

Set of illustrations • Each set describes the breadth of expertise at each step on the progression and is conceptually distinct from both the set below and the set above. • Illustrations within a set will show different students, different contexts but as a whole provide a picture of the significant things to notice and recognise at this step in the progression.

Illustrations are NOT assessment tasks to see if students can do them. They should prompt questions such as: • What evidence do I have? • Is this the type of level that ______ could demonstrate? • Is this the ‘kind of way’ that ______ would solve problems? • Is this the ‘kind of way’ that ______ would write ideas, experiences or information • Is this the ‘kind of way’ ______ would respond to a text

Task (1) Writing Years 1 -6 groups: Get into groups of 3 so each year level within your group is represented (Yr 1, 2 3) (Yr 4, 5, 6) (Yr 7/8/9/10) • Order the illustrations • Read the grey box on each A 3 in the A 3 books. Discuss the step up between the sets. What do you notice? • Using your evidence pack decide which set is the best fit. Justify to your group

Task (2) Maths Years 1 -6 groups: Get into groups of 3 so each year level within your group is represented (Yr 1, 2 3) (Yr 4, 5, 6) (Yr 7/8/9/10) • Order the illustrations • Read the grey box on each A 3 in the A 3 books. • Discuss the step up between sets. What do you notice? • Using your evidence pack decide which set is the best fit. Justify to your group

Key Messages