Assessment

**10th May 2011**
//Reflecting on Assessment for Reading// Today I looked at the processing and strategies results as undertaken from the latest Asttle test. I looked at the results from the ARB's test and how we use these to inform our junior diploma results and try to represent the curriculum levels for the children through this, and I found that the Asttle results did reflect exactly the same results as our arb's chosen testing. Eg. A Year 7 recieved a 3b got achieved in Arb's. A Year 8 who got a 4p recieved a excellence.

The only thing that I found was not helpful was that it doesn't have appropriate where to next suggestions and information. I know from my knowledge and a reading (see folder) about Asttle norms and National standards that the numbers correspond to be "norm" or within, below or above. NOt having the ability to use the data to have informed information from the Asttle supplier seems like a flaw in the Asttle system. I was able to find older out of date information, but it did not help, was worded differently and could not be used to inform parents. RELATES TO RTC: 11 - analyse and appropriately use assessment information which has been gathered formaly and informally. i - to recognise areas of improvement and children who require targeting. Also considering the Negs and Nags of reporting to parents.  Today I undertook the end of unit for addition and subtraction assessment. I was gravely concerned that I had had 8 class members get not achieved. I questioned our assessment and how we can undertake the test not to set them up to pass, but allow them to have another chance. I conferenced with Emma, head of mathematics and Lisa HOD about it and decided for the "acheived" or stage 6 question I would use another Gloss stage 6 that they hadn't achieved in the question in pre test then they would have another chance. Another colleague questioned the relevance of teaching according to the numeracy approach because of our limited time frame for teaching, and I believe has reverted back to older methods of teaching, therefore the assessment she is undertaking is irrelevant to her strategy of teaching. I asked the head of mathematics to watch me undertaking the secound time around questions and my questioning strategy and she was in agreeance to my application and questioning techniques. We also discussed our teaching and getting children to record answers, and then we assess through a conversation. As a consequence of both of these conversationsa nd then one to reiterate both of these opinions and consider the HOD's I emailed the Team Solutions advisors for their help on the issue. See the email below: //Hello mathematics guru's,// //Thank you very much for your focus group information last week, it has been so valuble in the last week - beyond what you could imagine.//
 * 17th March**

//I am hoping you will be able to point our department in the correct area.//

//We have a junior diploma at our school that we mark our children on, and we aim to have them at the correct level for the correct age of the students, for example we gloss test in relation to our focus, like so far this term addition and subtraction. They will receive an achieved for a stage 6 answer correct and stage 7 a merit and so on...// //However we are finding that we are not recieving the best final results for the children. The conversations show us what they are able to do we can acknowledge that, and we are teaching in groups etc but we are also asking them to start with materials, then move into using numeric expressions and then not so much visualising, a lot are relying on manipulating the numbers on a number line for example, but aren't able to visually do this for the purpose of a summative Gloss test of their stage. Today I did Gloss J for the children and had a few express the correct strategies but not produce the correct answer, and then I did the stage 6 on Gloss H and was able to get the children who demonstrated the correct strategies to instantly answer correctly and explain.//

//For the purpose of our junior diploma do you think it would be against the correct Numeracy project way of Materials, numerals and then visualising and defeat the Gloss assessment theory if we allowed the children - for the purpose of our junior diploma - to have do the gloss test in the correct form, but then offer them a pen and paper to show working out as a last resort, and if the numbers correspond to what the stage examples show, then allow them to be achieving a stage 6 as they show the strategies through written form.//

//Or do either of you have any other suggestions as we need consistency throughout our department and welcome your input in this issue.// //Looking forward to your response// //Kind Regards// //Ella Buckle// Relates to RTC 1 i; 4 iii; and specially 11 because I have thought of the results and the considerations for children learning and attitude towards their ability to learng and try.

9th March 2011 PAT Listening Comp Last year I did not read the information in regards to the reasoning behind PAT listening Comp and what the data can tell us - along with the other Reading PAT's it can give a further understanding of children's literacy capabilities. These are norm based reference assessments and are in relation to a collection of same aged children.

4th Feb I want to undertake some further professional learning for AsTTle and what I have found out so far from the website and tutorials are nothing that I have not already done or know about. It did remind me that the moderation process is a long and drawn out but needs to happen for consistency.

asTTle@auckland.ac.nz Asttle moderation workshop online []