Transcript Diagnostic Assessment - Ballycarrickmaddy Primary School

Understanding
Assessment in Primary
School
Reason for Assessment Evening
Direct response to parent survey.
Purpose of Assessment Evening
1. Help parents understand what assessments their children
will take in Primary School and why.
2.To help parents understand what the assessments are for
and what the results mean.
Why Assess?
Assessment plays a key role in helping schools to
improve outcomes.
Knowing how each pupil is performing allows
teachers to help individuals improve.
This in turn promotes improvement at class level,
then at school level, allowing the school to set
meaningful and challenging targets in its School
Development Plan.
Types
of Assessment
Diagnostic Assessment
Finding out strengths to celebrate and
weaknesses to be worked on for the
whole class or individuals over the
year
Formative Assessment
Teacher highlighting and explaining problems
as go along and children assessing themselves.
Also known as ‘Assessment for Learning’
Observational Assessment
Foundation stage teachers closely observing children
in learning activities and identifying strengths and
areas for development.
Summative Assessment
End of year tests summing up
achievement over a whole year.
Diagnostic
Assessment
Diagnostic Assessment
It is finding out the:
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Strengths
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Areas for Development
Computer Based Assessments
Early in Year Sept/Oct
Replacing
LITERACY / NUMERACY
INCAS
Sept 2012
Strengths and areas for
development identified.
Shared with parents at 1st
Parent Interview
Formative/Observational
Assessment
Assessment for Learning
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Often called formative assessment
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Takes place during the learning
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Makes pupils active participants in their learning and
focuses on next steps in learning
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Feeds forward to manage improvements
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Fosters responsibility for & ownership of learning
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Establishes where they are, where they need to go and
how to get there
AfL in the Classroom
It involves teachers teaching pupils:
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what they are about to learn and why;
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how to be successful at attaining the new learning;
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how to understand quality criteria and use them to
self-assess – a vital life skill; and
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how to ask, as well as answer, better questions to
deepen their own learning.
Research Evidenced Impacts
Teacher Outcomes
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More focused on pupils’ learning
More concerned with the learning than activity or
performance
More reflective about own practice
Greater control passed to pupils
Changed relationship between teacher and pupil
Research Evidenced Impacts
Pupil Outcomes
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Raised self-esteem and increased confidence
Greater resilience
Improved tenacity and perseverance
Acquired vocabulary for learning
Changed relationship between teacher and pupil
Improvements in performance, motivation, engagement,
attainment and independence
Summative
Assessment
Assessment of Learning
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Often called summative assessment
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Takes place after the learning
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Focuses on pupils’ achievements
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Is used to provide feedback to parents based on
performance evidence
Many aspects of human performance occur
predictably like this eg. running race, shoe size,
height
What does the bell curve
mean?
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Bell Curve: An Explanation.
"Bell Curve" is the popular name for
Normal Distribution. It is often called the
bell curve because the graph of its
probability density resembles a bell.
It can be used to measure
anything
If you map certain things out, you will find
that most people fall within a certain
range. Let's say you were looking at
number of hours of tv watched per week.
The greatest percentage of people will
probably fall within a similar range (say,
15-20 hours weekly) the further out you
get from the norm (say 1 or 50 hours
weekly) the fewer people will fall into that
category.
Normal bell curve distribution
Standardisation
Standardised scores are measured by
the pupil’s raw score and their
chronological age
 Standardisation allows pupils to be
compared to other pupils of the same
age throughout the United Kingdom
 Different tests can also be compared to
one another
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Standardisation
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Standardised scores from most
educational tests cover the same range
from 70 to 140. Hence a pupil's
standing in, say, mathematics and
English can be compared directly using
standardised scores.
Standard deviation
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Tells you how much better or worse
than the mean/average score a pupil
has scored
Summary of Annual
Assessment at
Ballycarrickmaddy
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Term 1
Term 2
Term 3
P1
Observations
Observations
Observations
P2
Observations
P3
FORMATIVE
ASSESSMENT
P4
P5
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P6
P7
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KS1
Assessment
KS2
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Reporting to Parents
based on assessment
Annual Pupil Report
Formal communication with parents to
summarise strengths and areas for development
for each pupil.
CCEA
Standardised Score
Maths Standardised Scores Y4-7
139
129
119
109
99
89
79
69
Pupil A
Pupil B
Pupil C
Pupil D
1
2
3
4
5
Year
A – A pupil working below the expected level but has
made the normal expected progress.
B- A Statemented child who has above the expected
ability and has learnt to deal with formal assessment.
C- A pupil above the expected level who has underperformed in 2
tests. Not 2 years.
D – A pupil working above the expected level who as
made the normal expected progress.
End of Keystage Reporting
Parent of pupil’s in P4 & P7 receive
assessment levels.
NEW LEVELS STARTING 2012/12
 Communication (Literacy)
 Using Mathematics
 Using I.C.T.
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Expected Ks 1 – level 2
Ks1
1 2
3
Ks 2
1
2
3
4
5
Expected Ks 2 – level 4
Expected Ks 3 – level 5
Using ICT
Using Mathematics
Using Communication
(literacy)
The Assessment Balancing Act
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All types of assessment are important.
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The Northern Ireland Curriculum seeks a
better balance between them.
Final Point
“Assessment is not meant to be used as a
measure of your child’s ability at school
but as a means to improve their ability to
learn; their knowledge and their skills.
Much of what is learnt is never fully
assessed but used every bit as much.”