Transcript Name of presentation

The APP approach
to teacher
assessment
Close up
Standing back
Public view
Dayto-day
Periodic
Transitional
APP
Some misconceptions
APP is not…..
• about QCA producing tests or tasks
• about collecting vast portfolios of written
evidence
• a curriculum planning tool (although it does
inform planning)
The APP materials
• Assessment guidelines - for assessing pupils’
work in relation to National Curriculum levels
• Standards files – annotated collections of pupils’
day-to-day work that exemplify national
standards at different levels
• APP virtual handbook - to help teachers use the
materials and implement the approach
How will APP help?
It enables teachers to:
• use diagnostic information about pupils’
strengths and weaknesses to improve teaching,
learning and pupils’ progress
• make reliable judgements related to national
standards drawing on a wide range of evidence
• track pupils’ progress
How does APP work?
Four simple steps:
1. Generate evidence from teaching
2. Review the evidence periodically
3. Make a judgement
4. Use information from APP
What are the benefits of using APP?
• It does not require special assessment activities
• It reduces the need to use tests and specific
assessment activities
• It provides a valuable opportunity for
professional development
• It provides a common language
• It directly informs discussions with pupils and
future planning, teaching and learning
• It helps teachers identify gaps in their teaching
The Assessment
Guidelines
DRAFT MATERIALS VERSION 3.4 (09 JUN 08)
Assessment focus –
an area capturing the essence
of the key concepts and key
processes of the PoS
APP Science Assessment Guidelines: levels 3 - 8
Level
AF1 Thinking scientifically
AF2 Understanding the
applications and implications of
science
AF3 Communicating and
collaborating in science
AF4 Using investigative
approaches
AF5 Working critically with
evidence
Across a range of contexts and
practical situations pupils:
Across a range of contexts and
practical situations pupils:
Across a range of contexts and
practical situations pupils:
Across a range of contexts and
practical situations pupils:
Across a range of contexts and
practical situations pupils:




Carry out fair tests in investigations
by changing one variable and
keeping the others the same

Identify patterns in data presented in
various formats, including line graphs


Select appropriate equipment or
information sources to address
specific questions or ideas under
investigation
Draw straightforward conclusions
from data presented in various
formats

Identify scientific evidence they have
used in drawing conclusions

Suggest improvements to their
working methods, giving reasons

4

Use scientific ideas when
describing simple processes or
phenomena, e.g. using the
different properties of the
components of a mixture to
describe a separation method

Use simple models to describe
scientific ideas, e.g. water in
pipes to model electric current
Recognise that scientific
evidence can support or refute
ideas or arguments, e.g.
evidence that shows sound
cannot travel through space

Recognise applications of specific
scientific ideas, e.g. the use of
predators to control pest
populations
Describe some simple positive and
negative consequences of scientific
and technological developments,
e.g. wind farms provide a
renewable source of energy but
can affect the landscape
Identify aspects of science used
within particular jobs or roles, e.g.
the use of alcohol hand gels in
hospitals to combat the spread of
bacteria such as MRSA


Use appropriate scientific language to
communicate scientific ideas,
processes or phenomena, e.g. use
correct terminology consistently for
pieces of apparatus
Routinely use scientific and
mathematical conventions when
communicating in and about science,
e.g. use both positive and negative
numbers in describing temperature
changes
Present scientific data in tables or bar
charts as appropriate


Make sets of observations or
measurements, identifying the range
and interval used
Follow instructions to control obvious
risks to themselves
Assessment criterion –
a key diagnostic characteristic
demonstrated at a particular level
Across a range of contexts and
practical situations pupils:
Across a range of contexts and
practical situations pupils:
Across a range of contexts and
practical situations pupils:
Across a range of contexts and
practical situations pupils:
Across a range of contexts and
practical situations pupils:


Explain the purpose of a variety of
scientific or technological
developments, e.g. broadband
allows large amounts of electronic
data to be moved quickly


Identify one or more control variables
in investigations from a list provided




Link an application to a specific
property or characteristic, e.g.
glass is transparent and is
therefore used for windows
Select equipment or information
sources from those provided to
address a question or idea under
investigation
Identify straightforward patterns in
observations or in data presented in
various formats, including tables, pie
and bar charts
Describe what they have found out in
experiments or investigations, linking
cause and effect

Suggest improvements to their
working method

3


Identify similarities, differences or
changes related to simple
scientific ideas, processes or
phenomena, e.g. differences
between living and non-living
things

Make simple physical models to
describe something in the real
world, e.g. a cardboard model of
the skeleton

Respond to given ideas to
answer questions or suggest
solutions to problems
Use straightforward scientific
evidence to answer questions, or
to support their findings, e.g.
evidence that shows that living
things are made up of cells

Identify aspects of our lives, or of
the work that people do, which are
based on scientific ideas, e.g. the
right amounts of light and water
can improve the growth of crop
plants

Use straightforward scientific
language and formats to describe
simple scientific ideas, processes or
phenomena, or to describe what they
have found out
Present simple scientific data in more
than one way, including tables and
bar charts, when prompted
Identify simple advantages of working
together on an experiment or
investigation, e.g. to confirm
observations and measurements
made
Recognise that evidence is needed to
answer scientific questions and make
suggestions as to how it could be
collected


Make some accurate observations or
whole number measurements
relevant to a question or idea under
investigation
Recognise obvious risks when
prompted, e.g. the need to wear eye
protection when handling hazardous
chemicals
Science assessment focuses (AFs)
• AF1 Thinking scientifically
• AF2 Understanding the applications and
implications of science
• AF3 Communicating and collaborating in
science
• AF4 Using investigative approaches
• AF5 Working critically with evidence
Next steps
Developing the materials
• Assessment guidelines – looking to
further develop L1 and L2 criteria and
suggest possible exemplification
• Standards files – producing 10 standards
files covering L1 to L5
• APP virtual handbook – to be
developed… suggestions welcome!
• Further guidance and support?
Future developments
• Primary materials available 2009-10
(KS3 materials available from:
http://nationalstrategies.standards.dcsf.gov.uk/node/157236)
• APP standards pilot 2009
• Dissemination and training
– building capacity in the system