KARORI NORMAL SCHOOL

We encourage our children to be the best they can be“Tino pai ake”

Prepared by Andrea Peetz

Overall Teacher Judgements and

Reporting at

Karori Normal School

June 2013

Background

• December 2008 legislation passed to give Minister of Education power to set national standards in reading, writing and mathematics.

• To set clear expectations for progress and achievement in reading, writing and mathematics for students in years 1-8.

• Intention of standards is to raise student achievement. These reflect high yet reasonable levels of achievement.

• Descriptors of what students should know and be able to do at different points of their schooling.

• Levels of literacy expertise students need to meet the writing and reading demands of the NZC and Te Marautanga o Aotearoa.

Quality teaching and learning in every

classroom and success for all students. • We implement the NZ Curriculum and our programmes are driven by the

NZC. The standards are signposts for referring to.• Broad descriptors of expectations supported by:• Teachers knowledge of each student from daily interactions• Exemplars( examples of the quality work required to meet each standard)• Assessment tools, tasks and activities.• Underpinned by an assessment FOR Learning focus aimed at

improvement. • There will be no National Test. No one single source of information can

provide an unequivocally summary of a student’s achievement.• Primary purpose of assessment is to improve teaching and learning.• To aim to provide a nationally consistent means by which progress and

achievement can be considered, explained and responded to.

Why assess?

• To improve children’s learning.

• To inform teacher’s teaching.

• To show progress and achievement.

• To benefit all children.

Writing• Students will create texts in order to meet the writing demands of

the NZC at the level of the curriculum reference to the year level.

• Students will use their writing to THINK about, RECORD, and COMMUNICATE experiences, Ideas and information to meet specific purposes across the curriculum.

• Each standard has key characteristics of writing or reading at the particular level.

• Each standard has illustrations of what this looks likes to assist teachers with the expectations at a particular year and curriculum level.

Writing

Reading

• When students at this level read, respond to, and think critically about texts, they understand that we read to get meaning (After 1 year)

• Students will locate, evaluate, and synthesis information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.

ReadRespond

Think critically

Simplistic

decoding

strategies

local

teacher questioning

Complex

inference

summarising

across texts

student questioning

What shows the change?

• purpose

• teacher practice

• student knowledge

Gap

s

Across

Maths

Mid Year Overall Teacher

Judgement Year 1-3

The OTJ made for Year 1-3 children mid year is made in relation to progress and achievement after periods of time at school. These are made in week 7 in the first week of June.

Weeks 35-45 after 1 yearWeeks 75-85 after 2 years at school Weeks 115-125 after 3 years at school.

Some children will have been in between these time periods and may be reported against one standard mid year and then in relation to the next standard at the end of the year. These are made in the first week of December for the end of the year report.

Mid Year Overall Teacher Judgement Year 4-8

The OTJ made mid year is to identify progress towards the standard and project the likeliness of achievement by the end of the year for all year 4-8 children against the appropriate year.

 At the end of the year the OTJ made will consider what was projected mid year and what achievement has occurred in relation to the standard.

The rHowHight toTTTTol for the job, at the T time.

What informs your child’sOTJ

• Observations made by your child’s teacher.• Tasks that have specific criteria to

demonstrate skills and knowledge.• Varied assessments across the year.• Talking with children.• Knowledge of the child’s ability and expected

progress for stage of schooling. • Attitude towards learning across all areas of

the curriculum.

Definitions of Achievement.Above: A student’s current level of achievement is at a standard above their year group, which means that special consideration needs to be given to their learning needs in order to provide them with sufficient challenge to continue their accelerated rate of progression into the future.

At: A student is currently meeting the standard, and effective classroom teaching should realistically enable them to meet or exceed the standard for next year.

Below: A student is not currently meeting the standard, but there is every reason to believe that their learning needs can be accommodated within effective differentiated classroom teaching in order to meet the standard for next year.

Well below: A student’s current achievement against the standard is such that in order to have a realistic chance of making sufficient progress to meet the standard for next year, special consideration needs to be given to their learning needs and specific actions in addition to effective differentiated classroom teaching may need to be taken.

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OTJs are consistent when...

• the same overall teacher judgements are made from the same evidence over time (looking at the same evidence would we make the same judgment?)

• the same overall teacher judgements are made of similar standards across different types of evidence

• different teachers make the same overall teacher judgement on the same evidence

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Moderation of overall teacher judgements

How do we use OTJ’s for programmes in 2013

• The Overall Teacher Judgment data has informed support and programmes in writing, reading and mathematics for 2013.

• OTJ data will contribute to staff development in core areas of writing, reading and mathematics.

• OTJ data is reported to the BOT and MoE as required.