Transcript Supporting Assessment in Primary Schools

Unpacking the Primary
system to Enhance
the Continuum of Provision
at 2nd Level
Overview of Presentation
Overview
Assessment
Learning
• Primary Curriculum
• DEIS initiatives for Literacy and Maths
• Standardised Tests
• Assessment for Learning
• How the learning process is developed
• Features of learning in the primary school
Principles of the Primary Curriculum
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The child is an active agent in the learning
process
The developmental nature of learning
The child’s knowledge and experience as a base
for learning
Environmental based learning
Learning through guided activity and discovery
Learning through language
The integration of learning
Collaborative learning
Individual differences
Assessment
Rationale
“… gathering, recording, interpreting, using and
communicating information”
Assessment in the Primary School (Draft), NCCA, 2007
Re-envisioning Assessment
Assessment
of
Learning
Assessment
for
Learning
Assessment of Learning
Assessment for Learning
happens after the learning takes
place
an integral part of the learning
process
information is gathered by the
teacher
information is shared with the
learner
information is usually
information is available on the
transformed into marks or grades quality of learning
comparison with the performance comparison with aims and
of others
objectives is important
looks back on past learning
looks forward to the next stage of
learning
Both can inform teaching and learning
What is a Standardised Test?
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contains standardised test procedures which cover
• administration
• scoring
• and interpretation of its results.
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In practice, the term “standardised test” is most
often applied to assessments that
• contain objectively scored items
• that are produced commercially
• and that are norm-referenced
Supporting Assessment in Schools, NCCA, 2005
Purpose of Standardised Testing
Inform Teaching
and Learning
How do we ‘tame’ data?
Standardised Test Vocabulary
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Raw Scores
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Standard Score
Class based scores
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Sten
Age based scores
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Percentiles
BELL CURVE OF NORMAL DISTRIBUTION
STEN 8 -10
High / Above average
STEN 4 - 7
Average
STEN 1 - 3
Low / Below average
Raw Scores are converted through conversion tables
Tests Available
MICRA-T
 Drumcondra Primary Reading Test
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SIGMA-T
 Drumcondra Primary Mathematics Test
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We should exercise caution when
looking at a child’s performance in a
standardised test!
We should exercise caution in what we
report back and how we report it!
Key message
The interpretation of
standardised test results
is most beneficial
when it enhances
teaching and learning
Assessment for Learning:
Getting closer to the reality of the
child’s learning
Assessment for Learning:
Building learning around the child’s
experiences
Assessment for Learning:
Planning for the learning process
Assessment for Learning:
Teamwork approach to learning:
SEN
team
EAL
and Learning Support
In-class
support
Recent initiatives in promoting
Oral Language & Maths in DEIS
schools:
 Whole
school Approach to Oral
Language
 First
Steps for Literacy
 Ready
 DEIS
Steady Go Maths
Cuiditheoir
First Steps Literacy Programme
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First Steps Literacy Programme is a resource which helps
teachers and schools achieve the literacy goals and
objectives they have planned for their children
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First Steps links assessment to teaching and offers
practical support for teachers in their classrooms
Support of the DEIS Cuiditheoir
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Offer sustained support to schools
Assist schools in identifying needs in literacy and
numeracy
Offer one-to-one classroom based support to teachers
Model lessons/ Presents at staff meetings/Evening
Workshops
Facilitate regular review of targets
What is happening in DEIS classrooms
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Teacher modelling reading, writing and problem solving
every day
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‘Thinking aloud’- cognitive thought processes
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Modelling of particular strategies
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Learning is well planned
Whole School Approach:
Print-rich environment
Whole
School
Approach:
Modelled
Writingteaching
editing
Modelling Writing- teacher editing
Living Charts
Report
Sharks
Persuasive
Ball Playing in the Park
Recount
A Visit to the Farm
Writing for
Different
Purposes
Procedure
Narrative
There once was a…
Recipe / Experiment/
Instructions
Explanation
How a Volcano Erupts
Review of Presentation
Overview
Assessment
Learning
• Primary Curriculum
• DEIS initiatives for Literacy and Maths
• Standardised Tests
• Assessment for Learning
• How the learning process is developed
• Features of learning in the primary school
First year
Observations
The Process of Transition
Open night for parent
 Information booklets/leaflets
 Information transfer with primary schools
 Induction day
 Yearhead, class tutor, guidance counsellor
 Taster programme for option subjects
 Other suggestions?
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Key supports
Learning support
 Study skills programme
 Homework club
 Strong anti-bullying policy
 Information to parents on available support
structures
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Moving up NCCA 2004
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From the perspective of the post-primary school,
it is important that subject teachers understand
the teaching and learning approaches that
characterise students experiences in primary
school
When post-primary teachers are familiar with the
primary school curriculum they can help
students to make connections with and build on
the learning that has taken place in primary
school
NCCA review
Address overload and overlap
 Cut back on content
 Improve practical orientation and skill base
 Place greater emphasis on assessment for
learning
 Develop a greater variety of assessment
elements
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CASTLETROY COLLEGE
THE LEARNING SCHOOL PROJECT
ASSESSMENT FOR LEARNING (AFL)
WHY AFL?
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“If a child can’t learn the way we teach
maybe we should teach the way they can
learn”
Ignacio ‘Nacho’ Estrada
Some samples from the AFL menu
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Target Setting
Give the learning outcome at the start of the class
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Peer Evaluation
Mutual feedback by students re success criteria of work
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Written Feedback
Comment only marking, what was good, what can be
improved and how the student can improve that
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Questioning
Wait time and no hands up, no volunteering
The project involved four First Year English classes and two
Transition Year English classes, totalling approximately 150
students. The team included six teachers of English, as well
as the two project co-ordinators.
Lesson objectives at start of class on the board
“The teacher spoke about it during the whole class and gave examples…. he talked
about it more and we have a lot of time to think about it before we get home”
(First Year Female Student)
Comment only feedback
“When you get the grades [only] you don’t know what you did wrong, with
the comment they [teachers] tell you what points to improve on and what
you did wrong.”
(First Year Female Student)
Pair Work
“I liked having my friends correct my work because you’d concentrate more
on what your friends say.”
(First Year Male Student)
Pair Work
“There is greater peer to peer student interaction rather than a teacher to
individual student interaction and they constantly state that they learn better from
exchanging ideas with one another.”
(First Year Teacher)
Pair Work
“It was fun…it wasn’t boring English.”
(First Year Female Student)
Group Work
“There is a very good class spirit…some of this class spirit has developed out of
teaching strategies used from the AFL menu, i.e. the majority of individuals in
the class have benefited from group and pair work exchanges”
(First Year Teacher)
Group Work
“One student in particular, who I have trouble integrating into the class, is
contributing a lot to the group and, indeed, has surprised me somewhat in
terms of ability.”
(First Year Teacher)
AFL Overall
“Use of AFL makes for a lot more work from a correcting perspective and
class preparation and notes reflecting on the lesson. Nevertheless it removes
the pressures and fatigue of the teacher who is constantly teaching and
talking to ciphers who simply receive information.”
(First Year Teacher)