Transcript Clarity in the Classroom: the case for effective formative

National Standards and gifted and
talented:
are they compatible?
Presented 10 Nov 2011 4 – 5pm
Webinar 4 of a series of 4
Adrienne Carlisle
Evaluation Associates
Hello. My name is Adrienne Carlisle.
I am responsible for developing and managing content on
Assessment Online TKI, and I work in secondary schools in
Auckland as a Leadership and Assessment facilitator. This year
I have been involved in the creation of online resources to
assist schools with the implementation of National Standards,
and I am at the moment working on a resource for Gifted and
Talented TKI which explores aspects of assessment for the
gifted and talented, particularly those concerned with
National Standards. These aspects are discussed in the
webinar.
Session focus
The session will explore:
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the nature and function of National Standards
supporting materials available
the making of Overall Teacher Judgments
reporting to parents using National Standards
What are the National Standards?
Benchmarks in reading, writing, and mathematics for the first
eight years at school, based on the NZ Curriculum.
NZ Curriculum levels in primary schools assume typical progress of
one curriculum level for every two years at school. National
Standards define that progress more definitively, for each year
level.
The standards make the demands of the curriculum explicit, so
that progress and achievement can be carefully identified and
monitored.
Reading, writing and maths enable students to access all
curriculum areas.
Further defining National Standards
They are not an assessment tool, or a test.
They are not a tick-box set of criteria.
They are broad descriptions of knowledge and skills
required at each year level to track towards success at
secondary school and beyond. They are backed up by
illustrations and examples.
They are supported by world-class descriptions of
progressions of learning and a wide and growing range
of curriculum resources.
NS resources available online
National Standards pages on the NZC site
http://nzcurriculum.tki.org.nz/National-Standards
Reading and writing information and illustrations on Literacy Online
http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/National-Standards-Readingand-Writing
Maths information and illustrations on Maths Online
http://nzmaths.co.nz/nzc-and-standards
Literacy learning progressions
http://www.literacyprogressions.tki.org.nz/
English Language Learning Progressions
http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/English-Language-LearningProgressions2
Instructional series - Journal teachers’ notes including guidance on National Standards
http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Instructional-Series
Assessment resource bank
http://arb.nzcer.org.nz/
Assessment against National Standards
Overall teacher judgments reflect ‘on balance’ standards-referenced
judgments.
Evidence of achievement and progress is drawn from a wide range of
sources across the curriculum.
For more information on Overall Teacher Judgments, go to Assessment Online
http://assessment.tki.org.nz/Overall-teacher-judgment
OTJ advantages
What are the advantages for gifted and talented students?
• Test results are seen as one piece of evidence which goes into
making the judgment. Those students who, for a number of
reasons, do not show their true capability in tests have the
opportunity to show their achievement in other ways. The impact
of the ‘ceiling’ effect of testing is reduced.
• Those students who excel in other curriculum areas may have the
opportunity to show their literacy and mathematical skills through
work in those areas.
• Students have an opportunity to have input into their OTJs. There is
increased incentive for teachers to talk to students about their
work, and students can reflect on their progress and achievement.
• The making of OTJs obliges teachers to look specifically at what
students can and can’t do, using a wide range of evidence from
each student and supported by the growing body of knowledge
about progressions of learning.
Reporting to parents
Changes to the National Administration Guidelines (NAG 2A)
Where a school has students enrolled in years 1-8, the board of
trustees, with the principal and teaching staff, is required to use
National Standards to:
(a) report to students and their parents on the student’s progress
and achievement in relation to National Standards. Reporting to
parents in plain language in writing must be at least twice a year.
Principle of good reporting:
Reports should be clear and honest, while continuing to motivate
the student.
Reporting requirements
The Ministry recommends that all reports to parents on reading,
writing, and mathematics contain:
• the student's current learning goals
• the student's progress and achievement in relation to the National
Standards
• what the school will do to support the student's learning
• what parents, families, and whānau can do to support the child's
learning
• results from assessments the student has undertaken.
For more information on Reporting to parents, go to Assessment
Online
http://assessment.tki.org.nz/Reporting-to-parents-families-andwhanau
Reporting for gifted and talented
Using the four-point scale (above, at, below, well-below the expected
standard)
Adapting terms used in relation to previous benchmarks (such as working
towards, working at, working above or approaching, meeting, exceeding the
expected standard)
Identifying the standard which best describes the student's achievement (for
example, the expected standard is Year 5, your child is working at the level
of the Year 6 standard)
Identifying particular areas of strength or need for improvement in addition
to overall level of progress and achievement.
A narrative of the student’s progress and achievement, which while being
clear about achievement in relation to standards, focuses more on progress
and current learning.
Reporting advantages
• National Standards have caused schools to think carefully about
reporting to parents, and how it might best be carried out. Research
and trials are ongoing.
• It is suggested that schools should consult with their communities
about reporting. The gifted and talented community will want to
have input into the sort of reports they would like to see for their
children.
• There is a wide range of options for reporting to parents, and
expectations are that reports are comprehensive and informed by a
wide range of evidence.
• Student-led conferences are becoming increasingly popular, as are
other methods by which students can have an input into their
reports. Gifted and talented students can have the opportunity to
reflect on their learning and contribute to their reports.
National Standards give us important information about
how children are performing in key areas of the
curriculum. It is important for gifted and talented
children, their teachers and their parents, to be aware
of progressions of learning in core skills, and to be able
to track their progress in relation to them. This
knowledge should in no way limit their learning, nor
their progress.