Recap from 31 May Staff Meeting The message is Not just one source of information! Pg 10 of the Maths Standards that “Knowledge” by itself is not enough. Basic facts Solving problems and modelling situations and Independently and most of the time.
Recap from 31 May Staff Meeting A summary Multiple sources of evidence give a more accurate picture of the student’s performance. Teachers can use evidence from a range of varied sources. What is happening in your classes?
Moderation has been done in the past with one piece of evidence To make an overall teacher judgement we need multiple pieces of evidence to be moderated. If this is for reporting purposes it a summative decision – it can also feed into next steps of learning Moderation before teaching is there a place for this How familiar are you with the fact sheets available online??
You need to be familiar with number stage/ curriculum levels . The challenge now is how do we make judgements in relation to the other strands. Consider how you as leaders of learning could use these tasks in your school.
All these will be part of a unit NOT a one off task/ test Number: FIO Number Book 3 Level 3 “The Strategy Strut” pages 6 and 7 FIO Number Sense and Algebraic Thinking Book 2 Levels 2 and 3 “Pick a Plate” pages 8 and 9 Statistics: Choose one from the Revised FIO Statistics Level 2/3 “ Choice Square” pages 1 and 2 “ Greater Heights” pages 4 and 5 “ Too Much Telly “pages 6 and 7 - good lead into argument writing Geometry Choose from one of the FIO Geometry Level 2/3 “Boxes of Tricks” page 8 or “Roll Over” page 9 Level 3 “Different Viewpoints” pages 8 and 9 and “Good Points about Triangles” page 1 Measurement FIO Measurement Level 3 “Growth Industry” page 5 or “Cuboid Construction” page 10 Kaylene’s Giant Invasion Then look in the Mathematics National Standards book or poster and see which end of Year the task could provide evidence for. Remember the task will/may be broader than fitting one National Standard and across the domains. What other evidence can you gather within Mathematics and across the curriculum? e.g. writing From what the student has done are you able to place them at a standard?
www.nrich.maths.org Definition of rich accessible and extendable, one which allows learners to make decisions, involving learners in testing, proving, explaining, reflecting and interpreting, promoting discussion and communications, encouraging originality and invention, encouraging 'what if' and 'what if not' questions, enjoyable and contains the opportunity for surprise.
Effective assessment practice involves moderation. Moderation is the process of teachers sharing their expectations and understanding of standards in professional discussions with each other in order to improve the consistency of their decisions about student learning.
What Is a Mathematically Rich Task? Rich tasks open up mathematics. They transform the subject from a collection of memorised procedures and facts into a living, connected whole. Rich tasks allow the learner to 'get inside' the mathematics. The resulting learning process is far more interesting, engaging and powerful; it is also far more likely to lead to a lasting assimilation of the material for use in both further mathematical study and the wider context of applications.