JAM assesses the achievement of a student in relation to levels one and two of The New Zealand Curriculum (NZC) and the mathematics standards for years 1–3. The assessment consists of 11 modules. Each module can be used as a separate assessment, or the modules can be combined to provide a broader assessment. Teachers will need to select the modules that are relevant to the needs of their students.
The number modules of JAM replace the diagnostic interview (NumPA). The Algebra, Geometry and Measurement modules do not assess all concepts in these strands.
Images below are a view of different recording sheets.
I noticed:
that each view is different. The top image shows detailed recording by the marker which depicts a picture of what the student may be thinking and their ability. As we move onto the next images, details regressed.
the use of different coloured pen indicated the different times the student was being assessed which helps to understand where the student was prior.
When to test?
Teachers will need to select the modules that are relevant to the needs of their students. The number modules of JAM replace the diagnostic interview (NumPA). The Algebra, Geometry and Measurement modules do not assess all concepts in these strands.
All student working AT or BELOW Stage 4 have to be tested using JAM.
Teachers are encouraged to plan opportunities to notice what their students can do in their regular teaching and learning programmes. This may involve identifying specific activities that provide a rich source of information about how students are going on key learning outcomes. By observing students as they work in class, asking probing questions, listening to explanations, and looking at students’ workbooks, teachers can determine what students know and can do. They can use this information to improve the teaching and learning of mathematics and to make judgments about achievement. The most authentic assessment tasks are those that are included in the learning experiences of the students, rather than as stand-alone tests.
Revoicing (Repeating what another person said, possibly clarifying their language)
Providing wait time (Given a responder adequate time to construct their answer)
Adding on (Building on the ideas of another person)
Explaining (Clarifying the ideas of another person)
Comparing (Comparing the different ideas of two or more people)
Applying (Using someone else’s idea to solve a new problem)
Justifying (Showing why an idea or strategy is correct)
Talk Moves take regular practice to become habits.
Reflection:
There was a lot to take in this session. I have learnt much of this content on the job perse but the detail in how we should execute and what we said was I take away. I realised that I had reworded questions so much that the answers were given away in my wording. For instance, module 2, how many quarters can you see? I guess if I had paid much attention to the booklet, I would have known what to say and what to do. A definite learning is read through anything before trying to execute it half ass.
When I started JAM assessing my own students, I had always started from the beginning and went through the whole thing, I was not aware that I could only assess relevant strands, zzz. Another learning today was have the booklet near me to guide me, because I kept moving onto the next question despite not having to (as the booklet would say).
Prior to this engagement, I was both excited and nervous. However, as the meeting progressed I gradually felt overwhelmed and began to feel I was in over my head. It was a lot to take in and process. My mentor was great and had already made templates and plans for both J and me. I think my dilemma was it was too much in one sitting, so instead of making inputs during the meeting, I sat back and listened and asked questions about what I didn't understand. In saying that, there is much I need to get familiar with in terms of the school's local curriculum and the pedagogies that the school is utilising within the school. My next steps: View and familiarise myself with the HCCS local curriculum (Year 2) View and familiarise myself with Stephen Graham's writing (Year 2) View and familiarise myself with DMIC (Year 2)
The last couple of days I sat in an online PLD by Yolanda, where she demonstrated and shared her way of teaching phonics and assessing reading and writing. More importantly, I learned there are many skills required to read and phonics is one of four. It is a skill that is not taught in isolation but together with the other skills necessary to enhance student reading, writing, and spelling levels. After all, reading is not a natural thing like talking or eating, but rather a skill that is taught. The searchlight model she discusses shows how the four skills are needed to decode a text (word level, text level, and sentence level) *Blending - putting the sounds together of a word *Segmenting - breaking up sounds of the word I was overwhelmed by the knowledge Yolanda was sharing. It seemed like a lot in such a short amount of time, it was very dense. In saying this, I have realised that I was lacking so much in teaching literacy. ...
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