Overall Teacher Judgements

Rodney Cluster 21 October 2010

Kaipara Cluster 27 October 2010

Overall Purpose

To support lead teachers to develop their understanding in literacy to effectively lead the implementation of the New Zealand Curriculum Reading and Writing Standards.

Useful resources:

http://literacyleaders.wikispaces.com (bookmark)

http://assessment.tki.org.nz/

http://www.tki.org.nz/Overall-teacher-judgement/Using-a-ra

nge-of-information

What is an OTJ?

Write your own definition to explain what an OTJ is.

What is an OTJ?

An OTJ involves drawing on and applying the evidence gathered

up to a certain point in time, in order to make an overall judgement

about a student’s progress and achievement.

What is an OTJ?

An OTJ involves drawing on and applying the evidence gathered

up to a certain point in time, in order to make an overall judgement

about a student’s progress and achievement.

What counts as evidence?

The reading and writing standards focus on the texts that students

read and create, largely by themselves, as they work in various

areas of the curriculum in a classroom setting.

Page 13 NS document

Pg 15 glossary

Why make OTJs?

• no single source of information can accurately summarise a

students’ achievement or progress

• any single piece of evidence is a ‘snapshot’ only

• a range of approaches gives a comprehensive picture of areas of

progress and areas requiring attention

• using a range of approaches allows student participation, building

their understanding of how to progress

Considerations

• sound assessment is based on a wide range of relevant information

collected over time, in a variety of learning situations

• for information to be relevant it must be:

– valid - items are appropriate, assesses content which has been

covered, measures what it is intended to measure

– reliable - the same assessment can be repeated across time

and situations

– dependable - is both valid and reliable

National Standards

Overall Teacher Judgement (OTJ)

decision made in relation to National Standards

Observation of Process

focused classroom observationstudent work bookstasks: e.g. ARBs, NEMPrunning recordsstudent self assessment6 year observation surveyanalysis of spelling errorsanecdotal comments modelling book comments

Learning Observations

• conferencing• interviewing• questioning• explaining• discussing

Tool Outcomes

• PAT

• STAR

• e-asTTle

• SEA

National Standards

Overall Teacher Judgement (OTJ)

decision made in relation to National Standards

Observation of Process

focused classroom observationstudent work bookstasks: e.g. ARBs, NEMPrunning recordsstudent self assessment6 year observation surveyanalysis of spelling errorsanecdotal comments modelling book comments

Learning Observations

• conferencing• interviewing• questioning• explaining• discussing

Tool Outcomes

• PAT

• STAR

• e-asTTle

• SEA

conversing find

out what they know, do,

understand…

observing

processes students

use …

gathering

results of formal

assessments …

National Standards

Overall Teacher Judgement (OTJ)

decision made in relation to National Standards

Observation of Process Learning Observations

Tool Outcomes

What are you currently putting into these boxes? Check: valid? reliable? dependable?

Definitions of achievementAbove: 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 well 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.

Definitions of achievement

The way in which these generic definitions are translated into practice within different subject areas may vary. One approach is to identify the year standard (linked to curriculum progression) which is the ‘best fit’ with the student’s current level of achievement in the subject. If the balance of evidence shows that student performance:

• maps more closely to a standard above that year's standard, the student’s achievement is likely to be described as above the National Standard

• is predominantly meeting the expectations at a year level, the student’s achievement will be described as at the National Standard

• maps more closely to the preceding year's standard, the student’s achievement will be described as below the National Standard

• maps more closely to a standard more than one year below, the student’s achievement is likely to be described as well below the National Standard.

Definitions of achievement

Students who are well below the expected standard may require modified classroom

programmes and extra support to continue their development and maintain positive

attitudes.

In order to make a judgement from the balance of evidence, a range of sources will

need to be considered, including classroom observation against clear criteria,

demonstrated behaviour on texts and tasks and the information from student

performance on assessment activities.

Alignment on tki assessment websitehttp://assessment.tki.org.nz/Assessment-tools-resources/Alignment-of-assessment-tools-with-National-Standards/Reading/Observation-Survey

• PAT Reading Comprehension

• PAT Reading Vocabulary

• e-asTTle Reading

• Observation Survey

• STAR

Assessment tool selector

Assessment tool selector

Assessment tool selector

Assessment resources map

Jack’s wind chime

Jack is a Year six student at Tuatahi Street School. During an

integrated unit on sound his class identified the opportunity to

create some wind chimes for their school environment. Jack examined

the range of wind chimes his teacher brought to class and

researched wind chimes using the internet and non-fiction books. He

learnt the names of the parts of a wind-chime, how they were

constructed and decorated, and what materials they were made from.

This research helped him decide and record the attributes for his

wind chime. He decided that his wind chime ….

Jack’s wind chime

• What information have you got about Jack’s progress toward expected

standards?

• What do you need to consider for this information to be valid and reliable?

• What other information do you need before you could arrive at an OTJ?

Reflection

After doing this OTJ process …• Are there any points that you need to go back and share with

your staff?• What areas within the OTJ process might your staff need

assistance with?