Kohia Centre 4: JAM Assessments and Analysis of recording sheets

 JAM - Junior Assessment of Maths

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.

Links:

• At home tasks
• Student Progression

Assessment as part of Teaching and Learning

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.

JAM Assessment on action

Student Profile Sheets

These are great indicators of what the learner should know or should be learning for their age group/ ability. Great for progression tracking.

Talk Moves

Links:

• Mathematical Communication
• ED Counts Example (DMIC)

• 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).