Transcript Slide 1

Primary Strategy Subject Leader Briefing
Leading on learning
– making best use of
Assessment for learning
April / May 2008
Aims
• To provide an opportunity to update
Subject Leaders about developments in
the Primary Strategy linked to
developments in assessment for
learning
• To begin to plan for the implementation
of APP (Assessing Pupil Progress)
Strengthening the place of assessment
• Focusing in a structured way on each child’s
learning
• Support and challenge tailored to need
• Greater levels of engagement with learning
• Accelerated rates of progress for all, and
especially those at risk of underachievement
• Strengthening the link between learning and
teaching by engaging children and parents
• Clarifying the learning journey for all
The assessment area on the Primary
Framework
• Developing Assessment for learning
• Assessing Pupils’ Progress
• Standards Files
Developing Assessment for learning
Current issues in assessment
• Over-emphasis on testing
• High stakes assessments - results published and used
to evaluate school effectiveness
• Significant accountability and assessment pressure on
Y2 and Y6 teachers
• Limited amount of investment in ongoing assessment
and moderation beyond KS1
• Shift towards value-added measures has focused
attention on monitoring progress over time, highly
dependent on accurate and reliable judgements
against national standards defined in level descriptions
Some features of the current system
National standards
communicated
through test scores
Dominant assessment
techniques are specific
events rather than part
of daily teaching and
learning
High value
assessments at the
end of stages, not
useful for individual
progress
Assessment expertise
external to classroom
and school systems
Teachers reliant on short tests
for evidence of achievement
NOW
Progress is
articulated through
numbers (4, a/b/c, 5)
Assessments seen
as reliable because
external to the school
Separation of day-to-day
assessment from
national standards
Teacher and pupil perspectives
The test scores of my pupils
affect my performance
management judgements
I try to ‘second guess’
what will be in the tests
We do a lot of
practising for
the tests
NOW
Teacher/pupil
I raise test scores
by training pupils
thoroughly for them
We do other activities
like drama and d&t when
we have done our work
for the tests
Some of us are better at
tests, some of us can’t
show our best in them
The test scores do not
always reflect what I know
of pupils’ performance
We have to give levels to
pupils once a term, whether
they’ve progressed or not
My family always wants
to know what level I’m
at, not what I’m good at
Ways of looking : key features
Dayto-day
Assessment for learning
Peer- and self-assessment
Pupil engagement and immediate feedback
Broader view of progress for teacher and learner
Periodic
Use of national standards in the classroom
Improvements to curriculum planning
Formal recognition of achievement
Transitional
Reported to parents/carers and next teacher/school
May use tests / tasks from national sources
APP Background
• Started in 2003 as a two-year QCA and SNS
research and development project funded by
DfES on teacher assessment in KS3 English
• KS3 mathematics followed one year later.
Materials for both English and mathematics are
now on SNS website
• KS2 work developed from the 2005-6 Y5 English
pilot focused on level 3&4
• 2006-7 pilot (Monitoring Children’s Progress)
across KS2 in over 100 schools leading to final
version on PNS website in January 2008
• Currently being used as part of the Making Good
Progress (MGP) pilot
The APP model
This is a model of assessment that:
– draws on formative approaches and is diagnostic
– is periodic and keyed to national standards
– integrates assessment into teaching and learning
– enhances classroom practice and encourages a
broadly based curriculum
– is embedded in the Primary Framework
– is based on assessment focuses that underpin
National Curriculum assessment
APP is based on four key principles
• Assessment is integral to effective teaching
and learning
• Assessment systems must be fit for
purpose
• National standards are an entitlement for
learners, teachers and schools
• National standards are integral to national
expectations of education
The APP process and toolkit
Collects together:
• children's work
• any other evidence
Identify borderline for attainment target
• assessment guidance materials
• Standards Files
Look through the work for each AF until
confident with the criteria that are ‘best fit’
Highlight applicable AF criteria and tick the
level-related box for each
Make an overall level judgement
Level 4 description for Ma2
Pupils use their understanding of place value to
multiply and divide whole numbers by 10 or
100. In solving number problems, pupils use a
range of mental methods of computation
…………………………………………………………
………………………………………………………..
begin to use simple formulae expressed in
words. Pupils use and interpret coordinates in
the first quadrant .
6 assessment focuses
Framework
strands
Calculating
Counting and Knowing and
understanding using number
numbers
facts
Assessment
focuses
Numbers Fractions Operations, Mental
Solving
Written
and the and
relationships methods numerical methods
number decimals between
problems
system
them
Child on Level 3/4 borderline
Make ‘best
fit’
assessment
against
Level 3 and
Level 4
criteria
Make overall level judgement
Intelligent sub-levels
a
b
c
Session 2
Using the evidence
to make judgements:
Reading
Level Descriptions to Assessment Guidelines
Reading level 3
‘Pupils read a range of texts fluently and accurately. They
read independently, using strategies appropriately to
establish meaning. In responding to fiction and non-fiction
they show understanding of the main points and express
preferences. They use their knowledge of the alphabet to
locate books and information’
Reading level 4
‘In responding to a range of texts, pupils show
understanding of significant ideas, themes, events and
characters, beginning to use inference and deduction. They
refer to the text when explaining their views. They locate
and use ideas and information’
a
a
a
a
a
a
a
Outline of the APP process
• Teachers select a sample of pupils
• Each term, they review the full range of available
evidence (written, spoken and observed) for each
assessment focus
• They select the appropriate ‘level boundary’ and
arrive at judgements using the assessment guidelines
sheet
• Annotated examples of pupils’ work provide reference
points for teachers (standards files)
Using the evidence
to make
judgements
Chas – Points to Consider
• How does the evidence contribute to the completed
assessment guidelines?
• Does this reflect your current understanding of what
a ‘low’ level 5 looks like?
• How well does this help you to identify strengths
and weaknesses?
• What are the gaps in learning and what does this
child need to learn next?
• Comment on the quality and range of evidence.
For Trevor consider the following:
• The quality and range of evidence gathered
• Strengths and weaknesses
• Next steps in learning
Implications for teaching and learning
• A broad, rich reading curriculum needs to be
in place across the school, including access
to high quality texts.
• Guided reading and individual reading
records provide a good basis for monitoring
progress.
• Reading journals are useful in developing an
evidence base.
• Reading should happen across the
curriculum.
Session 3
Using the evidence
to make judgements:
Mathematics
Level 4 description for Ma2
Pupils use their understanding of place value to
multiply and divide whole numbers by 10 or
100. In solving number problems, pupils use a
range of mental methods of computation
…………………………………………………………
………………………………………………………..
begin to use simple formulae expressed in
words. Pupils use and interpret coordinates in
the first quadrant .
6 assessment focuses
Framework
strands
Calculating
Counting and Knowing and
understanding using number
numbers
facts
Assessment
focuses
Numbers Fractions Operations, Mental
Solving
Written
and the and
relationships methods numerical methods
number decimals between
problems
system
them
Child on Level 3/4 borderline
Make ‘best
fit’
assessment
against
Level 3 and
Level 4
criteria
Make overall level judgement
Using the evidence
to make
judgements
Kate – Points to Consider
• How does the evidence contribute to the completed
assessment guidelines?
• Does this reflect your current understanding of what
a ‘secure’ level 4 looks like?
• How well does this help you to identify strengths
and weaknesses?
• What are the gaps in learning and what does this
child need to learn next?
• Comment on the quality and range of evidence.
For John consider the following:
• Quality and range of evidence
• Identify his strengths and weaknesses
• Next steps in learning
Implications for teaching and learning
• A broad, rich mathematics curriculum needs
to be in place across the school, including
many opportunities for using and applying.
• Guided mathematics sessions provide a
good basis for monitoring progress.
• Mathematics should happen across the
curriculum.
Using the assessment guidelines
• Assessment foci help teachers recognise evidence in
key elements of reading, writing and mathematics
• Enable teachers to see a pupil’s ‘profile’ of attainment
and to share this
• Provide basis for discussing targets for improvement
with pupils, parents and carers
• Allow progress ‘within’ a level to be seen
• Offer an ‘intelligent’ version of a sub-level!
• Provide detailed information for the next teacher /
school
• Reveal ‘gaps’ in curriculum and/or learning
Session 4
Planning for APP
Key messages from the pilot
Benefits
• Improved understanding NC levels
• Assessments made using a wider range of evidence
• More ownership of responsibility for standards and pupils’
progress among teachers
• Integration of assessment with planning for teaching and
learning
• Finding evidence becoming an integral part of everyday
classroom activity
• APP is itself a CPD activity.
Lessons learned – factors that make APP
effective
• involvement of senior leadership
• time
• planning for change and starting small
• tracking is only as good as the teacher assessment
that informs it
• moderation
• support from the LA
• APP is a process …. not a ‘tick list’
Planning for using APP in your
school
• What are the implications for
practice in your school?
• What will be the starting
points?
I recognise learning
and achievement in
the classroom
I understand
national standards
in detail
My teacher gives me
feedback which helps me
progress day by day
A POSSIBLE
I know my pupils’
strengths and needs
FUTURE
Personalised
I know how I am
progressing and what to
focus on next…
I build my knowledge
of my pupils into my
planning and teaching
… and my family knows
it so they help me too
My pupils make faster
progress than they used to
I know that my
colleagues share the
same expectations
I do different tasks
to show what I can do
I am supported by
my school systems
and by assessment
experts
When I move class my new
teacher understands where
I am and what I need to do
next
Next steps
•
•
•
•
•
Consider CPD provision
Central training for Subject Leaders
Audit current practice
Plan for using APP in your school
Further training for all schools in the future
Aims
• To provide an opportunity to update
Subject Leaders about developments in
the Primary Strategy linked to
developments in assessment for
learning
• To begin to plan for the implementation
of APP (Assessing Pupil Progress)