Just in Time Maths with Rob Proffitt-White

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 We signed up for a free maths PLD offering that was shared on the NZ Maths Facebook page. I am doing this PLD with Sam. So far we've had one zoom hui, with another second one scheduled this week. We were also very fortunate to be able to spend a full day with Rob at our school. In addition to this, there is a series of zoom webinars on offer on Thursday afternoons.

The notes below are from a Zoom webinar he and Jenny Ward presented last week on assessment.


Rob has been prompting us to think about what are we assessing, whether our current assessments are sufficient and a good use of teacher and student time, and how we can formatively assess more effectively. Assessment tools are useful but take much time. If these (above) are the 'need to know' concepts for by the end of Number/Algebra Level 2, how could we use formatively assess these? Also in our current assessments - do we have evidence of all of these concepts - or will next years teacher find gaps? What can we do to cement these 'need to knows' and make sure our students are getting these foundational skills? Have our students been given the chance to show what they know - important to consider this across the strands also.

Rob's suggestions include formatively tracking and measuring student learning of number strategies via games and teacher observations, using open ended inquiry tasks to get insights into students mathematical thinking skills, contextualising number learning with shape, measurement and probability to promote connectivity of maths, and exploring which assessment tools will give us a more holistic measurement of all mathematical skills, behaviours and dispositions.

It was good to look further into the Curriculum Progress Tools and how these support teachers to understand and assess and track progress ( Jenny was on the team who developed them). These have apparently moved on and evolved from National Standard days - and are available outside of PACT (which has also evolved and is apparently more efficient and can produce cohort reports which schools are kāhui ako). 

Jenny explained how Learning Progression Frameworks (LPS) were designed to be clear so as to support teacher judgements. Each progression eg Additive thinking, multiplicative thinking has signposts which describe conceptual understandings and how students' ideas develop at each point, they include a description and annotated exemplars at each point. This is a good framework to develop teachers content knowledge and unpack what it looks like to be at this step etc. It will help us understand how knowledge develops and what knowledge is important and use this to inform our teaching. What do our students know now, and what do I need to move them to next? 

Next steps:
Familiarise ourselves with big ideas and elaborations that Rob shared with us.
Try things out - e.g. Rapid Routines and games that Rob shared and create some of our own to share back
Take a closer look at the LPS for mathematics





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