Transcript Do you recognise this task? - | SiX | Somerset Information

Who is Lizzie Greenwood?
Where is Rothera Research Station?
Do you recognise this task?
…or this one?
Crewkerne
First and Middle Schools –
Writing Assessment
Support in 2006 and 2007
Part 1
Raising attainment in writing
23 November 2006
Part 2
Moderating writing samples
across the schools
7 February 2007
Part 3
Moderating the Year 4 optional
writing papers
6 June 2007
Joint Twilight
Assessment of Writing
• Sharing good practice
• Approaches to writing assessment
• Use of consistent criteria across the schools
• Using the information to inform teacher planning
• Links to the Renewed Framework for Literacy
The Renewed Literacy Framework
The effective writing process
• In the most successful classrooms teachers
have strong pedagogic and subject knowledge
of literacy and high expectations for all children
through clear provision of a broad, rich and
engaging curriculum
The Teaching Sequence for Writing
Read
Analyse
Plan
Write
Review
Raising attainment
• Headteachers are actively engaged in leading
the learning and teaching of writing, conveying a
clear vision and high expectations
• Assessment for learning is used to find out how
well children are writing and how to help them to
improve providing quality feedback on learning
Raising attainment
• Data is analysed to identify strengths and
specific areas for development underpinning the
selection of curricular targets
• Age-related expectations are understood and
used to challenge low expectations of
improvements in writing
Progression
In writing, progression is characterised by:
• development of skills in writing
• increasing control of different forms of written
texts
• development in the ability to adapt writing for
meaning and effect
Level Descriptors
The level descriptions provide the basis for making
judgements about pupils' performance
•
•
KS1 – Building a picture/tasks and tests
KS2 – Optional and end of Key Stage tasks
Regular Writing Assessments
‘Frome’ level descriptors for writing
•
•
•
•
Sentence structure and punctuation
Text structure & organisation
Composition and effect
Spelling
• Handwriting
Weighting
Sentence structure and punctuation 20%
Text structure & organisation 20%
Composition and effect 40%
Spelling 15%
Handwriting 5%
Using the descriptors
• Where the child is now
• Next steps… to inform
– targets
– planning
– teaching
– groupings
Moderating writing
Working below
Level 1
Working within
Level 1
Working within
Level 5
Working within
Level 2
Working within
Level 4
Working within
Level 3
Summer Term 2007
Year 4 ‘Optionals’ – Writing Moderation
Haselbury Plucknett
Hinton St George
Maiden Beech
Merriot
Ashlands
St Bartholomew's
Misterton
The Process
• Level by level, papers were shared
• Teachers shared their interpretation of the
mark scheme
• Teachers compared the outcome of the task
with teacher assessment
Outcomes..
• Confidence across the federation that…
Level 2 = Level 2
Level 3 = Level 3
Level 4 = Level 4
• Individual teacher confidence about ‘levelness’
Next Steps…
• Repeat moderation process in June 2008
• Possibility of scripts being shared across the
schools
Summer Term 2008
Year 4 ‘Optionals’ – Writing Moderation
Haselbury Plucknett
Hinton St George
Ashlands
St Bartholomew's
Maiden Beech
Merriot
Misterton
Discussion Point
• How are you developing a common approach
to assessment across the Federation?
– Writing
– Reading
– Mathematics
• How could this be improved?
Implications…
Looking at ‘Optional’ scripts there were…
• elements of writing in each school which were
strong
• ‘obvious’ areas for development
Joint Inset Autumn Term 2007
September 2007
• Workshop at Maiden Beech for all schools
– Using curricular targets to support the
improvement of writing
November 2007
• Twilight meeting ‘target getting’
Using Teacher Assessment
to Plan
Next Steps of Learning
Headteacher Conferences
Year 1, 3 and 5 training
Yearly Timeline
With current teacher of your new class:
4. Use summer term data, questioning, pupil discussion
and work scrutiny to monitor progress and to identify
barriers to progress in mathematics and literacy
10. Review the progress of groups and
individuals against age-related expectations
1. Complete pupil tracker information. How many children
are on track? How many should be on track?
2. Analyse children's work, any test scripts and talk to a
group of children. What key aspects of mathematics and
literacy require further teaching?
3. Map out possible target support and use of Wave 2 and 3
intervention
11. Update pupil tracker as appropriate
Summer Term
Autumn Term
Spring Term
Summer Term
5. Review and set high-value age-related curricular targets
6. Differentiate the curricular targets for high-attaining and lowattaining groups
7. Discuss curricular targets with all additional adults and share
with parents/carers and children
8. Amend medium and short-term plans to ensure achievement of
the curricular targets
9. Plan the use of 'intervention' to support the accelerated
progress of groups/individuals
12. Carry out assessment using any optional
tests, analyse progress and attainment
13. Work with next teacher of class (see 1 to 3)
14. Plan and teach units of work to help strengthen
transition to next class
15. Provide receiving teacher with appropriate data
ISP and LLP schools
1.
2.
3.
4.
Identify whole school target
Group your class against expectations
Layer targets for the groups in your class
Link targets to ongoing teaching and
assessment
5. Identify progress of groups and individuals
against targets in your class
6. Review whole school progress
The Process
• Identify target area at school or class level
Transfer
Information
End of year
question
analysis
Scrutiny of
work
IDENTIFYING
TARGETS
Audit class
against
expectations
Ongoing
Teacher
Assessment
Lesson
observations
Pupil
interviews
Class List
Children
working below
with identified
SEN
Children
working below
age related
expectations
• Tracking sheets
Children
working in line
with age related
expectations
Children
working above
age related
expectations
Tracking Sheet – Year Group: 3
School Year:
Level
Summer
Autumn
Spring
Summer
W
1C
1B
1A
Teacher:
2C
2B
2A
3C
3B
3A
4C
4B
4A
5C
5B
Identify targets for each group within
the class
• The aim is that as many children as possible
work at age related expectations (or above)
• The targets will need to be personalised for
children with diverse needs
• What extra do we need to do?
Target Getting
• amend planning and teaching to prioritise
curricular targets (include opportunities for
children to consolidate and apply this knowledge
across the curriculum)
• display targets and success criteria prompts
(children’s books or wall display)
• improve teacher knowledge through CPD
• check resources used are adequate to meet the
identified targets
Target Getting
• give opportunities for children to self assess
against the targets
• consider the use of intervention programmes
for specific groups, at point of need
• inform parents of targets
• set homework in these areas
PDMs
• Professional Development Meetings
• Effective strategies for achieving targets…
Assessment for Learning
Assess children’s progress against curricular
targets:
– use day-to-day assessments
– marking of books
– observing
– discussing with children
– outcomes of children’s self evaluations
• by using KEY questions to measure the
impact on the children’s learning
• analyse unaided tasks
Pupil Progress Meetings Purpose
• To have an open discussion about the progress
children are making and to value teacher judgement
• To identify progress of individual children
• To identify cohort progress
• To focus specifically on the target group but to also
identify children at risk due to additional
circumstances
• To identify progress of groups within the cohort –
gender, SEN, ethnicity
• To look at the impact of the intervention programmes
• To identify action points
Tracking Progress: Questions
• What is the progress of each target group?
• How has the teacher/TA input focused different groups?
• What are the key factors that have impacted particular
groups?
• Can you identify examples of where children have made
above expected progress?
• What are the key factors that have impacted on these
children?
• How do you intend to build on this accelerated progress?
• Can you identify examples of where children have not
made expected progress?
• How will teacher/TA input be focused on this group?
• What intervention will be planned to support this group?
Discussion Points
• What are you already doing in your
federations in terms of pupil tracking and
intervention?
• How would you see this process working
for your schools?
• How can you share good practice?
• What would the role of the subject leader
be?
Sonia Stacey 01823 356694
[email protected]
http://www.six.somerset.gov.uk/somerseteds/