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Welcome PowerPoint PPT Presentation


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Welcome. The webinar will start at 12 noon. You will be able to contribute your thoughts, questions and ideas via the public chat window. Purpose of this session.

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Presentation Transcript


Welcome

Welcome

  • The webinar will start at 12 noon.

  • You will be able to contribute your thoughts, questions and ideas via the public chat window.


Purpose of this session

Purpose of this session

  • Share some of the things I’m learning about using the information from the Assessment Tool to inform teaching with a group of learners

  • Give an overview of the reports generated by the tool

  • Look at how the NAT results can inform teaching plans and formative assessment tasks


This case study

This case study

  • The learners

    • Youth Guarantee students studying Level 2 Certificate in Hospitality

  • The programme

    • Table/ restaurant service

    • Food preparation/cookery

    • Barista/beverage service

    • Workplace calculations/read texts

    • LINU


The team

The team

  • Home tutor – table service, hospitality theory, pastoral care

  • Cookery tutor

  • Literacy advisor/specialist

  • Numeracy advisor/specialist


Assessing the group

Assessing the Group

  • Computer lab booked for 2 sessions, timetabled into their programme

  • Literacy assessment Monday, Numeracy Thurs

  • Fully-adaptive online versions

  • Observations

  • Considerations for future


The results are in

The Results are in!

Now What???


Information available

Information available

  • Group reports

    • Summary Report (Bar chart)

    • Progress Report (Box plot, aka box-n-whisker)

  • Individual reports

    • Learner Assessment Report (Scatter plot)

    • Question details


Further formative assessment

Further formative assessment

  • Identified common weaknesses in proportional reasoning.

  • 10 contextualised questions given to learners targeted at about step 4 of Make Sense of Number strand.

  • The results mirrored very closely the group numeracy report


Original draft for embedded numeracy

Original draft for embedded numeracy


Adapting teaching plan

Adapting Teaching Plan

  • Reign in ideas about how far I could go /how much to cover in a session

  • Full-group, hands-on numeracy sessions in the kitchen went reasonably well

  • Follow-up sessions (tutorials) work best with small groups of similar abilities

  • Consider ‘exemption’ test for high level learners

  • Mini-whiteboard sessions worked really well


A bit more on analysing reports

A bit more on analysing reports…

First information – group reports

  • Build general profiles of the steps

  • What generalisations can we make about a learner who answers most Reading assessment questions at step 3?

  • What can and can’t we expect from a Step 3 reader?

  • What generalisations can we make about a learner who answers most Numeracy assessment questions at step 3?

  • What can and can’t we expect from a Step 3 problem solver?


Analyse prioritise

Analyse & Prioritise

  • What key words are highlighted multiple times?

  • Which of the highlighted skills are required regularly in your course or vocation?

  • What deliberate acts of teaching will support your learner to acquire those skills?


Analyse prioritise1

Analyse & Prioritise

  • What are the number knowledge gaps?

  • Which strategies are highlighted multiple times?

  • Any questions you’d like to look at in more detail?

  • Which of the highlighted skills are required regularly in your course or vocation?

  • What deliberate acts of teaching will support your learner to acquire those skills?


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