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APP Leaders’ Forum
Autumn 2008
What do you already know
about APP?
Expectation
s
Concerns
This morning’s programme:
Background to APP (Assessing Pupils’ Progress)
Timeline for Implementation
Standardisation
Next Steps – supporting and enabling APP in your school
Questions and Reflection
Background to APP
Single Level Tests
MCP Pilot
APP Pilot
Policy implications
Teacher
confidence
APP for
all schools
Pedagogy
Consistent, purposeful and accurate assessment
Raised
standards
What was MCP?
• a research project – joint QCA + PNS funded
directly by DCFS
• a model of assessment that is both diagnostic
and directly related to national standards
• a system which enables tracking of pupils’
progress in reading, writing and mathematics in
KS2
• based on assessment foci (AFs) that underpin
national curriculum assessment (ATs/LDs)
What is APP?
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Structured periodic assessment
Tracking progress
Diagnostic
Allows informed level judgements
Uses Assessment foci (AFs)
Formative, not summative
What are Assessment Focuses?
• Based on National Curriculum
Programmes of Study and level
descriptors
• Areas of assessment for reading and
writing
• Framework for national tests
• Enable direct links between assessment
and National Curriculum standards
• Tool for assessment, not learning
objectives
Aims of APP
• Formative and summative assessment
• Alignment of judgements with national
standards
• Consistency and reliability of teacher
assessment
• Teacher confidence to use their professional
judgement
• High quality evidence
• More responsive teaching
Assessing Pupil Progress (APP)
Planning from
learning
objectives
Day to day
teaching and
learning
APP Cycle
Informing planning,
teaching and
learning
Evidence
Periodic
Assessments
Using AFs
Collect:
• pupils work
demonstrating
independence and
choice
• any other evidence,
plans, notes etc.
Process for
making
judgements
Identify borderline for
ATs eg. Level 2/3
Look through work
for each AF.
Highlight applicable
criteria
Consider which level
offers ‘best fit’ and
tick the appropriate
level related box for
each AF
Make an overall level
judgement
Teacher views from pilot
The approach gave teachers:
• better understanding of level performance
• better insights in to next steps for teaching and
learning
• information on curriculum coverage to support
planning and subject development
Views from pilot on how APP empowered pupils
• “Can do” criteria
• self and peer assessment
• “What I need to learn next…”
• provided a language for children to describe what
they can do, either for sharing with other pupils or
their teacher, eg ‘I am really good at……’
APP materials
Three elements:
• Assessment guidelines sheets
• Standards files.
• Training materials.
Also:
• Dorset FAQs
Timeline for implementation
Standardisation
 30 minutes to read the file and make a
low/secure/high judgement of the level.
 10 minutes discussion on the table to
determine if all in agreement. If not, then use
the standards files to help clarify everyone’s
thoughts.
 Whole Group discussion
Discussion prompts
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How did you approach the task?
What helped?
What was difficult
What preparation will be needed in school?
What might be the barriers?
How can any barriers be overcome?
Next steps
 What pedagological development needs to take place
to ensure staff move smoothly to the use of APP?
 What enablers can be used?
 What potential barriers need to be overcome?
 How much of APP should the school take on?
 What further support will the school receive?
 Where can additional support be gained?
Questions and Reflection
• Any questions?
• Please take some time to reflect on
what you need to take with you to the
afternoon discussions with the Head
Teacher
Contact us:
[email protected]
[email protected]