Teach Better Now – Assessment 3 of the NZCALNE (Voc)


DEMANDS: NZCALNE (Voc) Collection 3 is live on Pathways Awarua


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We’d love it if you stopped by and had a read through the new content for Collection 3 of the new NZCALNE on PathwaysAwarua.

You’ll find a plain-English introduction to the Learning Progressions. This includes a demonstration of how to map the big picture literacy and numeracy demands of your programme, as well as specific samples of your teaching materials.

You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.

DEMANDS – New Content for the new NZCALNE Assessment 3 with ALEC


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Kia ora ano and welcome back

You’re up to the third assessment task in the new and improved NZCALNE (Voc). Kai pai you…!

We’re working hard to get all new content for this and other modules live on Pathways Awarua, but until then you can find the first draft here.

The new Assessment 3 still focuses on mapping the demands of your programme using the Learning Progressions. However, the format is simpler and easier to use.

There are six short sections to complete in the new assessment task.

  • What are the big picture literacy demands?
  • What are the big picture numeracy demands?
  • What are some specific reading demands?
  • What are some specific writing demands?
  • What are some specific number demands?
  • What are some specific measurement demands?

Follow the links below

If you already know what you’re doing with mapping, please skip ahead to the assessment template. Email us if you don’t already have it. You can always come back and dip into these resources as you need to.

Overview

The Learning Progressions

Looking at the big picture for literacy

Looking at the big picture for numeracy

Getting more specific

If you’re stuck, please reach out by email here: assess@alec.ac.nz or call Graeme on 0800-ALEC-1-2

Mapping literacy and numeracy demands: Some things to think about before we move on


Knowing the demands (15).jpg

From here we can move on to the fourth section in the NZCALNE and how to teach better. Up next you’re going to use your knowledge of the literacy and numeracy demands to lay out some broad strategies for embedding literacy and numeracy into your training.

And once you’ve got your strategies in place we can move on to the super practical parts of this course:

  • Collection 5 – BEFORE: Looking at diagnostic assessment and learning plans.
  • Collection 6 – TEACHING: Planning and facilitating embedded activities.
  • Collection 7 – AFTER: Measuring learner progress in literacy and numeracy.

First, though, have a think about your answers to the questions below.

The questions aren’t assessed, so you don’t have to hand in your answers. But talking about what you think with someone, particularly a colleague who already knows how to use the Learning Progressions, will help you engage with this more deeply.

Mapping demands

  • Do you feel confident that you can map and analyse the big picture literacy and numeracy demands of your programme?
  • What about when it comes to mapping and analysing specific samples and tasks from your programme? How confident do you feel about that?
  • Were there any surprises for you when you did your analysis?
  • You’ve just mapped the demands of your training, but have you started thinking about where your learners might sit on the steps and progressions in relation to these demands?

Demands: What are some specific writing demands?


If you’ve got the hang of the mapping, feel free to skip ahead and get on with mapping the writing demands in Assessment 3. You’re up to section 3.4.

If you do skip ahead and you get stuck, you can always come back here and have a look in more detail.

Otherwise, we’re going to walk you through mapping writing demands for a sample from your programme. Here’s the most important thing:

  • The content area is different, but the process for mapping writing is the same as for mapping reading.

1. Print out the Write to Communicate strand.

Make sure you have the Write to Communicate strand in front of you so you can refer to the details for each step. Sure you can have the PDF on your computer, but some things are just easier to refer to in print.

It looks like this, but it will have descriptions of skills and knowledge in all of the steps. You can Write to Communicate Strand Chart if you need to.

Screenshot 2017-03-21 08.40.20

2. Choose a specific sample writing text or task from your teaching programme.

Choose some kind of teaching material that your learners have to work with, not NZQA unit standard descriptions. Choose a task where your learners have to write. This might include reading, but the focus should be writing.

Here are some examples of samples that you could choose where your learners have to write:

  • Summarising something or writing a description of something.
  • Writing an explanation of something in their own words to show understanding.
  • An assessment where they have to write sentences or paragraphs.
  • Filling in a complicated form such as a timesheet or vehicle logbook.
  • Completing an accident report with sufficient details.
  • Completing health and safety compliance documents such as completing a risk assessment in a workplace
  • Keeping a diary of weather or daily activities
  • Writing instructions for others to follow.

3. Have clear reasons for choosing the sample

In the assessment template, you’ll need to say why you chose the sample. There are lots of reasons. Here are some:

  • You might have chosen some teaching material that you already know causes difficulties for your learners.
  • You might already know that you need to create some new material to teach a new part of your programme.
  • Your supervisor or manager may have asked you to focus on something in particular.

4. Start your mapping with the Vocabulary progression

Like we said earlier,  what you’re going to do at every stage is refer to the Strand charts and then shade in your own chart down to the relevant step.

And as with the work that you did mapping reading, we’re going to start with the vocabulary progression here as well.

For trades or employment focused training, it’s safe to start at around step 4/5 for writing. Look at the description for vocabulary at step 4/5.

You’ll see the following:

“… have a specialised writing vocabulary related to a range of topics”.

Vocabulary – Most adults will be able to

Koru / step 1 use a range of everyday, highly familiar words and phrases to write simple texts.
Koru / step 2 have a writing vocabulary that is adequate for communicating meaning in everyday writing tasks
Koru / step 3 have an extended writing vocabulary related to their personal, work and community tasks
Koru / step 4 – 5 have a specialised writing vocabulary related to a range of topics
Koru / step 6 Have an extensive writing vocabulary of everyday and specialised words that relate to a wide range of topics and contexts

5. Use what you know about your own subject

Use your own knowledge of your training material or work to decide whether this applies. In other words:

  • Does the sample require your learners to be able to write any specialised words. These could be trade-specific words, or other jargon that relates to your programme.

If your answer was no, that is, there are no specialised words, then you need to drop back to step 3 or 2 and see if either of those steps fits better. Step 3 for vocabulary means there are no academic words and no specialised or technical words.

If you answered yes, then you should push ahead to step 6 and see if the answer is still yes to the description there.

If you work in trades, your material is probably at least at step 3 and most likely at step 4/5.

It might be the case that there is not very much writing in your programme. If this is true, then have a look at what writing there is, and in particular look at assessment tasks that require writing.

If it’s work-related, but you don’t need to see specialised terminology then it’s going to be step 3. If you want your learners to write using the jargon of your trade, then it’s specialised and that makes it step 4 / 5.

As we said last time, if you’re not sure about what step, this process works well if you do it together with a colleague who knows what you know about what you teach or train.

6. Map the demands on paper first

If you’re working on paper, get a highlighter and shade down from the top until you’ve included the highest step that you identified for vocabulary. You’ll end up with something like this:

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Now, we’ve mapped the vocabulary demands for writing at steps 4 / 5.

DOWNLOAD Writing Demands Worksheet for mapping your own writing sample. It’s exactly the same as section 3.4 of your assessment task. Print this out and you can use it as a rough draft and for notes.

7. Map your writing sample against the rest of the progressions in the strand.

Once you’ve mapped vocabulary, you can move on to the other progressions. The system is the same as what you did before. For each relevant progression:

  • Start somewhere in the middle of the steps – say around step 3.
  • Read the description in the Strand Chart for this step.
  • Use your judgement and decide of your sample matches the description. If it doesn’t drop down to a lower step. If it does, go to a higher step and repeat.

If a progression is not relevant you can skip it. But make sure you have a reason for this as your tutor or assessor may ask you.

When you’ve mapped all of the relevant writing progressions for your sample, you might end up with something similar to this:

Screenshot 2017-03-21 08.40.54

Once again, this is mapping in visual terms. You need to be able to talk about your results and what they mean.

As with each of your samples, you’ll need to answer a series of questions to show that you understand what you’ve just done.

These questions are in the assessment template and in the worksheet if you download it:

  • What text or task did you use?
  • Why did you choose this as your sample?
  • Out of everything here, what are the most important progressions and steps?
  • What about planning for assessment and teaching?

As before, there are prompts in the template to help you answer the questions. Feel free to ignore them, but they are there to help you get started writing your answers and guide you in the right direction.

If you can map a sample writing text and answer the questions, you can move onto the next module.

Make sure you keep your sample handy, though. You’ll need to scan it and upload it when you submit your completed assessment task.

Demands: What are some specific reading demands?


We are going to be working with the Read with Understanding strand. Now… let’s go through it slowly. If you are already an experienced mapper, please skip ahead to the assessment task.

1. Print out the Read with Understanding strand.

Make sure you have the Read with Understanding strand in front of you so you can refer to the details for each step.

It looks like this, but it will have descriptions of skills and knowledge in all of the steps. You can Download the Read with Understanding Strand Chart if you need to.

Read with Understanding

Screenshot 2017-03-16 10.44.252. Choose a specific sample reading text or task from your teaching programme.

Choose some kind of teaching material that your learners have to work with, not NZQA unit standard descriptions.

Here are some examples of samples that you could choose:

  • Several pages from a workbook containing difficult vocabulary or new terminology.
  • Pages from a Code of Practice that people don’t always understand.
  • Content from a workplace induction procedure.
  • A health and safety compliance document.
  • A complicated notice that people have to read and understand.
  • Relevant pages from an Act of Parliament that is relevant to training and assessment.

3. Have clear reasons for choosing the sample

In the assessment template, you’ll need to say why you chose the sample. There are lots of reasons. Here are some:

  • You might have chosen some teaching material that you already know causes difficulties for your learners.
  • You might already know that you need to create some new material to teach a new part of your programme.
  • Your supervisor or manager may have asked you to focus on something in particular.

4. Start your mapping with the Vocabulary progression

In a nutshell, what you’re going to do at every stage is refer to the Strand charts and then shade in your own chart down to the relevant step.

We’re going to practice with the vocabulary progression. This is the easiest place to start.

For most training that has a technical aspect, like trades or employment focused training, it’s safe to start at around step 4/5 for reading. Look at the description for vocabulary at step 4/5.

You’ll see the following:

“… a reading vocabulary that includes some general academic
words and some specialised words”.

Vocabulary Most adults will be able to
Koru / step 1 have a reading vocabulary of everyday words, signs and symbols.
Koru / step 2 have a reading vocabulary of everyday words that includes some compound words.
Koru / step 3 have a reading vocabulary of everyday words and some less common words, acronyms and abbreviations.
Koru / step 4 – 5 have a reading vocabulary that includes some general academic words and some specialised words.
Koru / step 6 have a large reading vocabulary that includes general academic words and specialised words and terms.


5. Use what you know about your own subject

At this point, you need to use your own knowledge of your training material or work to decide whether this applies. In other words:

  • Does the sample require your learners to be able to use some academic words (like “measure”, “demonstrate”, “evaluate”, for example)?
  • Does the material require your learners to use some words that are specific to your trade or specialised training content (“listeria” for catering, “glyphosate” for farming or horticulture, or “Nogs and dwangs” for carpentry, for example)?

If your answer was no, then you need to drop back to step 3 and see if that fits better. Step 3 for vocabulary means there are no academic words and no specialised or technical words.

If you answered yes, then you should push ahead to step 6 and see if the answer is still yes to the description there.

Step 6 applies to vocabulary where you expect your learners to be working with a large bank of academic and specialised or technical words.

If you work in trades, your material is probably at least at steps 4/5 or 6 for vocabulary.

If you have a lot of technical jargon to deal with then go with step 6. If there’s just a bit, but it’s not too much then go with steps 4/5, which is a combined step.

If you’re not sure about what step, this process works well if you do it together with a colleague who knows what you know about what you teach or train.

6. Map the demands on paper first

If you’re working on paper, get a highlighter and shade down from the top until you’ve included the highest step that you identified for vocabulary. You’ll end up with something like this:

Screenshot 2017-03-20 17.32.43

This is mapping. Above, we’ve mapped the vocabulary demands for reading at steps 4 / 5.

You can download a chart and worksheet here for mapping your own reading sample. It’s exactly the same as section 3.3 of your assessment task. Print this out and you can use it as a rough draft and for notes.

7. Map your reading sample against the rest of the progressions in the strand.

Once you’ve mapped vocabulary, you can move on to Decoding and then other progressions. The system is the same. For each relevant progression:

  • Start somewhere in the middle of the steps – say around step 3.
  • Read the description from the Strand Chart for this step.
  • Use your judgement and decide of your sample matches the description. If it doesn’t drop down to a lower step. If it does, go to a higher step and repeat.

If a progression is not relevant you can skip it. But make sure you have a reason for this as your tutor or assessor may ask you.

There is also some subjective judgement involved. But also, you are the expert here. You know your own content. In the case of vocabulary, it’s easy… If you see technical jargon, you can’t map it at step 3. It has to be above this.

Also, many of the skills and knowledge required at steps 1 and 2 is very developmental. For trades and most courses, you’re going to be mapping at step 3 and above.

In fact, if you are a trades tutor, you may find that much of your course is at step 5 and 6.

When you’ve mapped all of the relevant reading progressions for your sample, you might end up with something like this:

Screenshot 2017-03-20 17.32.54

This is mapping in visual terms. From here you need to be able to talk about your results and what they mean.

When you complete the assessment task, you’ll need to answer a series of questions to show that you know what you’ve just done.

These questions are in the assessment template and in the worksheet if you download it. They’re also here below:

  • What text or task did you use?
  • Why did you choose this as your sample?
  • Out of everything here, what are the most important progressions and steps?
  • What about planning for assessment and teaching?

In the template, there are prompts to help you answer the questions. Feel free to ignore them if you like. But they are there to help you get started writing your answers and guide you in the right direction.

If you can map a sample reading text and answer the questions above, you can move onto the next module. Keep your sample handy, though. You’ll need to scan it and upload it when you submit your finished assessment task.

Narrowing the focus: mapping to progressions and steps


Knowing the demands (14)

In the last two modules, you learned how to map your teaching programme to the strands and progressions of the Learning Progressions.

Next, we’ll be looking at how you map some specific samples of your teaching materials or other content to the progressions and steps of the Learning Progressions.

In the modules that follow, you’ll learn how to map specific demands for a sample of:

  • Reading
  • Writing
  • Number
  • Measurement

This will carry you through the rest of Assessment 3. By now you might have already downloaded the assessment template and made a start.

If you haven’t we’d encourage you to skip ahead and download the template. This means you can dip in and out of these modules as you need to.

We also suggest that you work your way through each module that follows but also refer back the material for reference or clarification.