One of the main points that came out of this was: To meet the standard, a student needs to be working at that standard independently and most of the time.
One of the 'must have' documents you need to form an OTJ is the NZC Mathematics Standards Poster
Together with the Standards book and if need be, the NZ Maths books with illustrations.
Some of the questions we had as a team were around the weighting of assessments such as IKAN, GloSS, PAT and normal classroom/group observations - which do we put more emphasis or weight on when making our OTJ?
To clarify this for us, we took part in an activity practising how to make an OTJ based on some pieces of evidence she had gathered.
We then circled which standard we thought the student best met based on the different data. From there we made an OTJ based on not just 1 piece of assessment, but several and always referring back to the NZC maths standards poster.
Of course you were not expected to do this for every single student in your class, but was a great way to moderate across the teachers of your year level and also the students who sat just on the edge of being either below/at or at/above the standard and needed a closer look at work samples.
There were so many clear and useful tips around number knowledge that I felt, even after 10+ years of teaching, served as a good reminder/ clarified some of my own misconceptions when making OTJ's. Here are a list of some points I found useful and hope they can be of use to you too.
- Number knowledge is for facilitating problem solving
- IKAN test is great for identifying how to support students with number knowledge to help them access more sophisticated strategies
- Knowledge does not have to be a tick box
- Knowledge is never mentioned on its own in NZC poster - but HOW students are using knowledge to solve problems