Kei waenganui te akonga - Kei manawa te akonga Bernie Wills - - PowerPoint PPT Presentation

Kei waenganui te akonga - Kei manawa te akonga

Bernie Wills Assistant Head of Learning Area Mathematics Frances Horne Co-Head of Learning Area Mathematics Hutt Valley High School

bernie.wills@hvhs.school.nz

Co-educational school in Lower Hutt 1750 students and 160 staff

• Reflection at end 2016
• Look and feel of rooms
• Assessments driving course
• Teaching/timing
• MindLab Post-Grad Certificate
• Existing school structure
• Flipped learning
• Student written internals
• More emphasis on group work
• Class work self paced
• Combined y9 and 10 classes
• CoreEd Modern Assessment course

Effective assessment: Effective assessment: Effective assessment: Effective assessment:

Wh What at as asse sess ssment ment iss ssues es ar are we cu currentl rently y grappling appling with th (e.g. .g. co combin bining ing/interpreting /interpreting da data, a, teacher acher as asse sess ssment ment knowledge, wledge, digital assessment, other…)

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Wh What at as asse sess ssment ment iss ssues es ar are we cu currentl rently y grappling appling with th (e.g. .g. co combin bining ing/interpreting /interpreting da data, a, teacher acher as asse sess ssment ment knowledge, digital assessment, other…)

Pre 2017

• Move to context based questions has increased

literacy requirements (not just bare skills)

• Focus on number of credits achieved (rather

than deeper understanding)

• Too many topics within courses (insurance)
• Excellence difficult (key words vs extended

abstract thinking)

• Interruptions stressful

2018 Pāngarau Waenganui

Moving away from Level 1 assessment New skills to write own tasks Combining standards within assessment tasks Range of concurrent standards (challenges) Learning for understanding

2017

• Flipped
• Student written internal assessment

tasks (option)

• Variability of externals (esp L1)
• Internal moderation

Cater for Numeracy Marking of individual tasks Formative assessment Format of evidence

How ar are we usi sing ng our as asse sess ssment ment fl flexibility xibility wisel sely y – post st Na National

• nal Stan

andard dards, s, or NC NCEA reviews? iews?

Pre 2018

• Summative
• 1 resub (time issue to have alt assessments)
• Crowded course structure to cope with range
• f students goals
• No time for deeper understanding
• Teacher driven

Pāngarau Waenganui

More flexibility for resits Better understanding > higher grades Sit assessment when ready Less time pressure (esp y11) Better targeting of learning/assessment Sharing with peers & open to whānau

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How do do we par artner tner with h par arents/wh ents/whānau au to sh shar are e infor format mation? ion?

Existing 2018

• Welcome emails
• Report evenings (5 minute “speed dating”)
• A minimum of one Kamar comment per term –

usually on an assessment result

• Attitude to Learning grades – Behaviour,

Effort, Completion of work, Readiness to Learn

• Occasional message (usually when something

has gone wrong)

• Assessment results on Parent Portal
• Year 9 & 10 Learning Conversations twice a

year

• Reporting summative so only find out when

student has “failed”

Pāngarau Waenganui

Information evenings – over 200 attendees Student ePortfolios Academic mentoring Discussion over A2L grades Videos open for whānau to view

How do do we par artner tner with h par arents/wh ents/whāna nau u to sh shar are e infor formation? mation?

GOOGLE slides template Share with parents/whānau and teacher Students make own copy “One stop shop” for students and whānau

y12 Maths classes – L2 Trigonometry

y12 Maths classes – L2 Trigonometry

y12 Maths classes – L2 Trigonometry

Used videos?

i liked how the mathnz one was specially catered for this assessment. it couldve included more examples though as here was only one video on the assessment It was good because I could pause and write notes in my own time I used some of the videos my teacher put onto Google Classroom. I found that smaller videos such as the radians was quite helpful. It was just more examples to make sure I remembered the processes I has been in two different maths classes and in the first one we just watched to videos and then do exercises, I didn't like it much because It was like the teacher is doing nothing, I would have like the teacher to explain an exercise and then let us do the other ones. The thing that I like is that I can practice everytime I want just seeing the videos I liked this style because I could work at my own pace without feeling like I was slowing the rest of the class down Yes it was good I ebjoyed the style of learning and i beleive it helped me acheive more Yes I liked the style... there's nothing I disliked Absolutely agreeing on the fact learning from videos. I would also welcome teaching from my math teacher to quickly explain or ask students if they understood? I liked it for this topic as I understood the rules quite easily and quickly. With a more difficult topic, I don't think this would work and I would need more one on one (or to the class) learning. I loved it i thought it was good for me because i could go at my own pace, and then going over it in class was helpful to clear up anything the videos didnt fully cover I like this style of learning but recommend using computer to presentation I liked the style of learning because it was unique and relaxing compared to other internals.

If you completed the School assessment, why did you choose it rather than writing your own?

Pointless hassle, point of the school is to teach and see what you have learned not just handing out free credits. I was sick at the time of making it Because I was sick and did not have enough time to create my own question as there was not enough time but I would have preferred to make and use my own question as it would have made the internal more interesting, enjoyable and would motivate me more to answer it. I was going to make my own but got stuck making the diagram, I was concerned that I would either put in too much information or not enough and have measurements that would contradict themselves Couldn't make an appropriate one I didn't know what shape to make Because I often overestimate what is required of me, so I would have written a task more difficult than required. I'm too lazy to write my own I am confident that I can get a good score from school assessment. The idea of writing my own was scary I started writing my own but then confused myself so I changed last minute I thought it's easy to me Couldn't think of a good question Looked at past papers and didn't seem too hard.

Own task - What didn't work well for you during this internal assessment?

not pre calculating the answer led me to nake a few mistakes/changes when doing the actual assessment Making the actual shape and finding context I found it difficult to figure out what shape I wanted to make and that stressed me out Nothing particularly. Everything went well but the process was a little vague I didnt know if I did things correctly to get the high grade Working out which angles and lengths unneeded to give myself I don't know my work is good enough to get good mark Nothing Nothing I was confused at some points because I made my own question Instructions on how to get an excellence wasn't that clear but that was probably because I didn't ask too many questions. It is quite hard for some people to think of ideas Nothing I don't know The instructions were very vague and that made it harder to understand what I am trying to achieve My teachers help during and making of the test It is too easy for me. Nothing, I mean I felt the pressure of I failed it will be so dumb because it was my own work My teacher didn't help me during the planning stage so I had to take my own time during another spell to get help and complete my plan for the 2 working out spells. Nothing really There was a fan that was blowing in my face

Own task - What worked well for you during this internal assessment?

I knew what I was going to be working with I was the one makig the assessment so I felt as if there was less stress on me when I was doing it knew exactly what i had to do, more confident Knowing what all the measurements were before working it out in class i knew what i was writing about Being able to carry out the measurements myself, so I could understand what I needed to work out I had a notes sheet so if I forgot any formulas I could look at the note sheet I had written. Writing my own internal meant I was in control of the work and knew what to expect Being able to create my own assessment Making the shape and comparing two together I can make up my own assignment Being able to talk Making my own problems I understood it more I basically wrote my own question and I understood it more compared to the standard questions we get in a math internal. Mostly everything Creating my own meant I understood the actual question better. Sometimes the way things are worded makes it difficult to understand. I can review and improve myself It's was good to be able to relate to my own question and understand it thoroughly Knowing what ill need to complete the assessment being able to talk to people

Year 11 NUMS MAST MATH Year 12 Year 13 MAST MATH MCAL MAST STAT

Senior Maths classes pre 2018

y12 Maths classes – L2 Trigonometry

y12 MAST classes – L2 Trigonometry

y12 MATH classes – L2 Trigonometry

NUMS 13STAT 12MMAT 13MAST 13MCAL Year 11 Year 12

402 341 7 660

Senior Maths classes 2018

Present

Far more contact time with students Teacher feedback re “knowing” their students 6 timetable lines with 4 classes in each > flexibility More than half y11 doing L2 Contexts of assessments – Lorax > Rouge Planets Teacher videos Light board

Developments

Student developed rubrics Mastery tasks – formative Build on interclass movements More tutorials across classes Better support of struggling/disengaged students Support more project style challenges Extend into y9/10 Extend into y13 Investigate cross-curricular