About the Learning Progression Frameworks
Workshop presented by Jenny Ward and Sue Douglas
Based on National Standards
LPF initially developed to sits behind the PaCT.
Once National Standards no longer used the LPF brought out as a tool to be used in its own right.
PaCT developed for teachers to use to support literacy and numeracy progress.
Power is in understanding the LPF. The PaCT tool is a data-entry exercise - to track the progress.
LPF helps teachers to know what is important to notice. The big picture.
Helps to show on-going progress. Based on Marie Clay.
Helps to show on-going progress. Based on Marie Clay.
Not designed for reporting against curriculum levels.
E-assTTle writing not used to track progress. This is more fine-grained and at a point in time,
i.e. what they did today.
i.e. what they did today.
Design and development of LPFs
The dots on each LPF are based on the illustrations which are levelled for complexity by teachers using
item response theory.
item response theory.
By using the LPFs across a range of learning areas a learner can generally be placed on a learning
level on the NZC. Not exact. Consider which learning area level you are measuring against as all are
different.
level on the NZC. Not exact. Consider which learning area level you are measuring against as all are
different.
In-between the signposts, the dots, is where the teaching happens.
How might teachers engage with the LPFs
Evaluation Associates have used this with teachers.
PaCT
Only tool that will track learners Year 1 - year 10 across reading, writing, maths.
40% of schools have signed up. A much smaller number are using PaCT.
Aspect judgement for all seven aspects for each learner at a point in time, which gives a PaCT scale.
We can repeat in 6 months time and can see progress. We can then plot expectations and compare
to norms. Good practice is to do this for all learners in the class.
We can repeat in 6 months time and can see progress. We can then plot expectations and compare
to norms. Good practice is to do this for all learners in the class.
Vision is that we have the ‘plunket’ graph for learners over time. Whānau can easily understand this.
Consistency is gained because PaCT is gathering information across the nation to give norms.
PaCT scaled score.
PaCT scaled score.
Ministry has the same access to PaCT data as they do to e-asTTle data. Data is all anonymised.
Making Aspect Judgements
Aspect Judgements
Reading - 7 aspects
Writing - 7 aspects
Maths - 7 aspects
PaCT supports teachers to be able to have confidence in the ‘big picture’ or aspect judgements about
where their learners are at.
where their learners are at.
Can a primary teacher have a non-planned (carpark) conversation about where a learner is achieving,
e,g, at, above, progressing.
e,g, at, above, progressing.
Reports
Reports are able to be personalised to the school.
Most valuable reports for Teachers
Where my learners are at across an aspect.
Breakdown by group (can personalise re learners)
Most valuable reports for School Leaders
Progress over year levels for an aspect. Can’t get reports that show all Reading, Writing, Maths.
Kāhui Ako Reports
Schools have to opt-in and then each can see school-level reports.
Changes to PaCT
Due to National Standards disappearing.
PaCT used to take you to an individual student. Now it will take you to a group.
Not in two distinct time frames as it was under National Standards.
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