A Message from Jeanne Cavelos, Director: The Odyssey Writing Workshops Charitable Trust is a c 3 nonprofit organization formed with a simple yet inspiring mission:
The effect in both cases slides as deciles rise. Also in this posting is a letter from one of our top principals. It is written with the ministry e-asTTle people actually in the school and his assessment programme in writing collapsing around him. This is real time assessment horror for a wonderful principal.
It was a letter written to me not with the idea of being published: My sources within the ministry are telling me the ministry and NZCER can hardly believe their luck in getting away with it.
Mark my words if teachers were in a similar situation, and Labour in power, National would be taking schools or Labour apart. I have written recently how NZEI needs a curriculum desk and someone from the executive to be available immediately to speak out even if the matter is subsequently handed over to the president.
The new president has acted in an assured way, but perhaps she lacks asttle writing a business confidence to act on a curriculum matter.
Phil Harding has come across very well in the media over Christchurch and Novopay but his instincts are conservative and the latest NZPF executive election has resulted in a more conservative committee. Chris Hipkins is a possibility.
He put out a media release in response to theListener article but, while one admires his enthusiasm, I wonder about his depth of visceral response to push on and right injustice. Catherine Delahunty can express her ideas in writing very delicately, but can she drive an issue, perhaps.
Tracey Martin from New Zealand First is my big hope. She is a real performer who has a very good understanding of school education, but does she have the nerve of her boss? Parliament reconvenes next week so we will see what that brings] 80, students sat e-asTTle and virtually all those e-asTTle marks are corrupted.
STAR is more difficult to assess in numbers. Surely we are talking about well over achildren. One could say nearly all the students who sat STAR either had their marks corrupted or their marks set aside as invalid by the schools administering the tests.
The biggest element of doubt is knowing how NZCER marked the tests of those schools that paid it to do so. Schools who paid for the service need to have been told that. Before I set out in what I consider a sober manner what has happened with these two tests and how they became corrupted, I want to make clear how serious and significant the matter is.
National standards does not produce quality data, it produces rubbish data, and in the course of producing that rubbish data is turning previously useful sources of data into rubbish data, as well.
There are no standards. This is the strategic moment to act: Rubrics are education madness. PaCT is going to be the Novopay of national assessment. Now for the attempted sober manner not that easy at 3 a.
That means that both developers were sneaky and covert about it. Second, both NZCER and ministry failed to honestly and openly inform schools about the serious problems in their tests. Fourth, and this very important not only have the problems not been solved but also none of them really came into play in the period of this round of collecting data for national standards.
This is very important in establishing that nothing credible was done to correct the data inflation in this round. The example is taken from an-email sent by Cooper Schumann from the ministry to Southland schools with a copy to a Jill Forgie, I think also from the ministry who signed it off.
It was posted on 9 July, Jill is a senior curriculum adviser at the ministry of education, Christchurch. The e-mail was three pages long and there at end of it was the acknowledgement. Are you finding that your learners appear to be doing surprisingly well compared to former e-asTTle results?
This is because the revised version has been calibrated to more closely relate how the writer would perform in a well supported classroom situation.
But what a way to announce that a standardised test affecting tens of thousands of our children is an embarrassing and dangerous failure. Yes Jill, some children are, indeed, doing surprisingly well. But this is the farcical thing. Here we have a large number of schools undertaking intensive and expensive professional development on e-asTTle.The assessment data that teachers have put into the e-asTTle writing tool has not been touched.
What has been changed is the alignment of the scores to the curriculum levels. This study analyses the practices of nine New Zealand teachers of upper primary and middle-school students (N = ) whose classes had consistently shown gains in writing far greater than normative.
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Onsite, instructor-led report writing training, technical report writing training, business report writing training offered to groups of 5 or more. For example, while a typical report might state “It was known by his supervisor that the equipment.
E-asTTle writing. Level 2 – Speaking, writing, presenting; Level 2 – Speaking, writing, presenting. Processes and strategies. to match sounds to letters in the actual business of writing words. Students need explicit instruction to ensure that they learn to form as well as recognise letters and words rapidly and accurately.
asTTle V4 Manual. Writing. Student Friendly Writing Rubric (From a School Using the 6 Traits of Writing) Discovered by John Norton while traveling in Alabama.
Thanks to teachers at Maryvale Elementary in Mobile! Judy’s particular expertise is in writing, encompassing how writing develops, the cultural tools of literacy, considerations of instructional issues like teacher knowledge and practice and, in particular, assessment of written language.