Making overall teacher judgments in mathematics

When teachers make an overall teacher judgment (OTJ) in mathematics they look at the evidence of a student’s learning across the mathematics strands and gauge the best fit to the national standards. But what constitutes evidence and what sort of weighting should we put on the different types of evidence? This workshop explores the process of making an OTJ and critically examines the types of evidence that teachers use.

Moderating overall teacher judgments

The value of moderation is that it brings teachers together in close collaboration to establish a shared understanding of what achievement of an outcome looks like and whether or not a student has demonstrated achievement of the outcome. This leads to improved student learning, provides more consistency in judgments, and helps to identify areas for teaching and learning. The workshop examines the process of moderation as it relates to mathematics and looks at resources and activities that will support moderation.


This workshop is for senior leaders in mathematics and classroom teachers. It focuses on the consistent use, delivery, and analysis of Junior Assessment in Mathematics (JAM) and Global Strategy Stage (GloSS). JAM consists of eleven assessment modules. Each module can be used separately or the modules can be combined to provide a broader assessment. GloSS is a diagnostic interview tool that enables teachers to identify which strategy stage students are operating at across the three strategy domains.

Progressive Achievement Tests

This workshop focuses on the consistent use, delivery and analysis of the Progressive Achievement Test (PAT). The PAT series of standardised achievement tests are designed to help classroom teachers determine the level of students’ knowledge, skills, and understanding in mathematics. The workshops are suitable for curriculum levels 2–5.