Teachers have tended to use one of tests to see progress.
PaCT tool created to ensure consistency.
It is more about the inclass behaviour and knowledge that students are using. Teachers make decisions about whether they are the types of things that a student are doing. PaCT tool weights all the information that is put in and then will tell you if the OTJ is below, at or above.
The Aspect Framework
http://assessment.tki.org.nz/Progress-and-Consistency-Tool/The-PaCT-framework/The-PaCT-aspects
READING
Making sense of text: processing system - Decoding
Making sense of text: text structure - Grammar, Language Features, what I know about texts, sub headings, illustrations, lists, features of texts
Making sense of text: vocabulary knowledge - Vocab, new words
Making sense of text: reading critically - how as a reader we are aware that texts are written by authors, and authors try to influence us, emotive language, advertising
Reading to organise ideas and informed for learning - how am i organising ideas, locate, evaluate, synthesis
Acquiring and using information and ideas in informational texts - how do we go about using information text and gaining information
Reading for literary experience
Reading framework
- each 'blob' represents a learning step - each learning step also has illustrations which shows what it looks like in the classroom. e.g. Is Johnny's work like the illustration.
- very clear next steps
Literacy learning describe the skills and strategies in order to demonstrate the learning steps.
Reading Critically Activity
What are the differences between each of learning steps - Key words
A key factor
How are we supporting and driving prior knowledge. Rich introduction to texts, link to inquiry, allow students to understand and make meaning of.
The sets DO NOT go up in curriculum levels - e.g set 5 is NOT level 5
Need to say what students can do at a curriculum level rather than what their reading age is.
Don't use the illustrations as assessment tools
