OK, remember we used that strategy
of writing what's happening between those two numbers.
So if we went from 5 to 10, OK, what did I have to do to 5 to get to 10?
Oh, I had to plus this many.
I'm a 3-4 teacher. I teach three days a week.
For my first few years out, I think it's been
a really good stepping stone.
OK, so we're aiming for the three stars. That's what we always do.
We aim to do our best work.
It's a smaller summative task
because we've been looking at patterns for two weeks
and finding out whether kids can create,
continue and explain patterns in mathematics.
I want to have 0 on here, but how many do you add?
-One. -OK.
So just write a little +1 there so we remember that.
We teach all the subject areas in Years 3 and 4,
and it's a team teaching situation.
I see my role as a mentor
in helping Lisa to ensure that what we do is consistent.
Good. Keep going.
So this class will need to head off in about six minutes.
Sometimes we are separate in what we're assessing
and then we come together to review the results of what was assessed,
and other times, we will come up with the assessment task together,
but we always come together to look at the results
and give feedback to the kids and record it.
Thank you very much, Rebecca. Beautifully done. Ta.
I'm happy with the variety that I gave them
in just having one shot at repeated addition,
another shot at growing addition
and seeing...made it clear whereabouts they were
in whether they could figure out the complex patterns,
as opposed to just repeated patterns.
Have you sorted them into the ones that have understood
and able to make the pattern and write the rule?
The final one was a multiplication task with some larger numbers,
so that is probably more on the Year 4 side,
so if we see Year 3s completing that,
then that would be them advancing above their level,
so I wouldn't be expecting to see all of the Year 3s be getting those.
I find it useful in having discussions about those students
that are more difficult to position,
so the ones that are borderline in where they are.
His language is clumsy in explaining the pattern itself,
but he understands what it is that he needs to do
but has difficulty expressing it.
So...
And when we look back at some of the other tasks that he's done,
he has understood how to continue a number pattern,
which is what this is,
but it's just writing the rule - that's clumsy for him.
-And here as well. -And there as well.
There's inconsistency there.
So he's...I mean, he's working at a satisfactory level for...
Yes.
But certainly not in an extension at this stage, so if we put him there...
Quite often, there might be a particular task
which the other teacher has done,
and they've witnessed something or seen something
that will help to push them one way or the other, or vice versa -
I might have...
And so in coming together, there might just be one thing or two things
that...then think, OK, well, then, I think that they might be there.
She's not seeing the multiplication side of this.
And her working out is incorrect,
so she's been led down the wrong way with that.
The interesting thing is, in addition, she does continue it.
Yes.
So maybe when the numbers are a bit more complex, they've obviously...
-It's thrown her a bit. -When it's going up by one.
When that's quite simple, they can see that pattern quite easily,
but she's sort of thought maybe, "Oh, well, this one's a bit harder,"
and then gone and looked for what she knew,
which was the core that you talked about the other day.
When and if they find that they agree with what I have found,
it is reaffirming to myself that I am on the right track
and that the moderation of that assessment is happening then.
So I think her number abilities are still above where a Year 3 should be,
but perhaps her effort is a little bit below.
It's our varying opinions that come together to make
a more consistent assessment,
so I think it's coming together, and layering that,
we're able to come up with a very fair assessment.