Transcript APP Subject Leaders June 08

Assessing Pupil Progress
Moderating maths
Objectives
• To have the opportunity to assess a pupil’s NC
attainment level in maths using the APP materials.
• To become more familiar with the materials and
process of APP, and to make decisions about what
needs to be in place for APP to be effective.
QCA – Principles of Assessment
• Assessment is integral to effective teaching and
learning
• Assessment systems must be fit for purpose
• National standards are an entitlement for
learners, teachers and schools
• National standards are integral to national
expectations of education
The APP process
Making judgements
Collects together:
 children's work
 any other evidence
 assessment guidance
materials
 standards files
Identify borderline for attainment target
Look through the work for each AF
until confident with the criteria that
are ‘best fit’
Highlight applicable AF criteria and
tick the level related box for each
Make an overall level judgement
The APP process - mathematics
Resources
- collection of evidence from a pupil in your
school
- mathematics training standards file – Darren
- assessment guidelines
- flow chart
Task
•Look at the range of evidence for mathematics
for the pupil you have chosen.
•If not already done, complete the APP guideline
for this child and using the flow chart, determine
the overall level.
•Discuss your judgements with colleagues on
your table to check consistency of judgements.
•Moderate the level where necessary.
Discussion
• Collect together the key issues about the process from
you tables.
• Strengths/weaknesses/so what?
Providing evidence for a periodic review
• Effective planning from the National Curriculum and the
Primary Framework lays the foundation for the APP
approach to assessment.
• ‘less is more’. For APP, sampling of work should pinpoint
what is most significant for the pupil. It is not a portfolio of all
the pupil has done.
• effective evidence draws on different contexts. This helps to
demonstrate how the standard of pupils’ work is maintained
or varies in different situations with different degrees of
support
• effective evidence comes from different types of
assessment: spoken, written, extended work, notes and
jottings as well as from teacher observations and
conversations with the pupil.
Impacting on teaching and learning
Assessment of ongoing work
Identify AFs where
children have underperformed
Identify AFs where there
is insufficient evidence
Modify planning to focus
on core aspects of
learning associated with
underperformance
Modify planning to
secure a fuller evidence
base
Discussion
What will your school need to have in place for maths, to
be in a good position to use APP effectively?
‘You can do AfL without doing APP, but
you can’t do APP without doing AfL’