Transcript Assessment in PSHE education at key stages 3 and 4

Implementing meaningful and
manageable PSHE education
assessment in your school.
Jenny Barksfield
PSHE Association Training & Development Officer
www.pshe-association.org.uk
1
‘I feel confident to assess learning
in PSHE education’
Strongly agree
Agree
Disagree
Strongly disagree
• 12% of secondary teachers agreed or strongly agreed
www.pshe-association.org.uk
2
To feel confident we need to understand….
Why?
What?
Who?
How?
www.pshe-association.org.uk
3
WHY assess PSHE education?
1. To monitor our provision.
2. To give us, the learners and parents feedback about their
progress and how their learning might be improved.
3. To provide tracking data for the school.
4. To improve learning and increase learners’ motivation.
5. To classify learners or give them a ‘level’.
6. To help learners to reflect on and identify what they have
learnt.
7. To allow others to see the impact PSHE education is
having for learners and on whole-school outcomes.
www.pshe-association.org.uk
4
WHAT types of assessment do we need
to use in PSHE education then?
• Assessment for learning
• Assessment of learning
• Baseline assessment
www.pshe-association.org.uk
5
Through baseline
assessment: establish
an understanding of
existing knowledge
and skills.
Through AfL: promote
learning with
opportunities to reflect
on what’s been learnt
and determine what
needs to be learnt.
www.pshe-association.org.uk
Through AoL:
summarise
achievement at the
end of a piece of
learning, collecting
information to
confirm attainment.
6
WHO should assess learning?
teacher
learner (self-assessment)
learner (peer assessment)
www.pshe-association.org.uk
7
HOW do we do it?
We have to measure against something.
• National curriculum levels?
• An exam syllabus?
• Other pupils?
• A set of success criteria based on learning
outcomes either drawn from the end of Key Stage
statements or from intended learning outcomes
we have identified.
www.pshe-association.org.uk
8
7 steps to building in assessment
1. What knowledge, understanding, experience, skills, beliefs
and attitudes do the learners already have?
2. Learning objectives: What do I want my pupils to learn?
3. Learning outcomes: What will they be able to do as a
result?
4. Which learning activities will best achieve these outcomes?
5. Which outcome(s) do I want/need to assess?
6. How can we measure this?
7. What are my success criteria? [What will ‘good’ look like?]
www.pshe-association.org.uk
9
Identifying learning outcomes and success criteria
‘Progression frameworks for
planning and assessment in PSHE education’
• A suggestion of what progression looks like across the key
concepts and key processes of the NC programmes of study.
• Expressed through three broad descriptors for: ‘working
towards..’ ‘working at..’ and ‘working beyond the intended
outcome’ that incorporate the concepts and processes.
• Descriptors can help us identify the learning outcomes and
success criteria for a piece of learning and can be copied, pasted,
re-worded and adapted to make self-, peer- or teacherassessment grids and to inform planning for AfL and AoL.
www.pshe-association.org.uk
10
Learning Outcomes: Students will produce a personal statement to accompany their work
experience application in which they
 Identify their strengths and skills and link these to their career plans
 Highlight relevant achievements and experience and link these to future plans
 Demonstrate an understanding of the previous lesson’s work on ‘presenting yourself positively’.
WT [Working Towards the outcome]
The learner can...
identify some of their personal skills;
identify simple targets and plans to
help them make progress;
WA [Working At the outcome]
The learner can...
recognise and analyse their
personal skills in order to explain
which they enjoy using and which
are likely to be advantageous at
work;
WB [Working Beyond the outcome]
The learner can...
show well-developed career ideas,
based on realistic thinking about the
links between their personal skills and
interests and the demands of particular
occupations;
with comprehensive support and
guidance, recognise the significance
of their main experiences and
achievements in relation to their
future plans;
with minimal guidance, assess the
significance of their experiences
and achievements in relation to
their future plans;
use an independent and thorough
assessment of the significance of their
experiences and achievements to
inform future choices in education,
training and employment;
with comprehensive support and
guidance, use this to inform their
personal statement;
with minimal guidance, use this
assessment to inform their
personal statement;
independently produce a personal
statement, in which a critical evaluation
of their experiences and achievements
is clearly related to their future plans;
www.pshe-association.org.uk
11
Realistic?
Meaningful?
Manageable?
www.pshe-association.org.uk
12
Checklist
• Does our PSHE education policy (and other relevant
documentation) include a statement about assessment?
• Does this differentiate between assessment and evaluation?
• Does it express how we assess learning in PSHE education and
why we do it this way?
• Do we make AfL and AoL opportunities explicit in our PSHE
education schemes of work and lesson plans?
• Do we record our summative assessment (AoL) regularly?
• Can we show appropriate evidence of learning and progression?
• Do we report pupils’ progress in PSHE education to parents?
www.pshe-association.org.uk
13
www.pshe-association.org.uk
14