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Session 3 Gathering evidence for assessment The National Year of Reading Updates Objectives: • To consider the range of evidence that could be used for assessing pupils’ progress in mathematics and literacy What forms of evidence do you currently use to assess pupil progress? Evidence Ideas could include use of: • video and still camera • peer assessment • peer tutoring • post-its • TAs • pupil presentation • voting systems • pupil interviews/conferences anything else: Mathematical evidence Advantages and Disadvantages Key Points • Evidence must be taken from a wide range of activities and learning opportunities. • It is essential to keep the AFs central to the process. • All staff will require training – teachers must not work in isolation. Updates • National Year of Reading • Early Literacy Support (ELS) • Early Years and Foundation Stage • Overcoming Barriers in Mathematics The National Year of Reading 2008 Starting points and information The National Year of Reading www.yearofreading.org.uk For key information, resources, ideas and events: Reading Connects/Reading Champions • www.readingconnects.org.uk • www.readingchampions.org.uk National Literacy Trust • www.literacytrust.org.uk World Book Day – Thursday 6th March 2008 • www.worldbookday.com The Reading Connects website offers… • • • • • Practical tried-and-tested ideas Resources – Family Engagement Toolkit Research Networking opportunities Inspiring case studies Why should you get involved? Reading Connects and Reading Champions can support you in helping your school to: • Encourage children to foster a love of reading • Work collaboratively with other schools and community organisations • Raise standards NYR – The Birmingham Challenges 1.Increase the use of local libraries-Promote membership through school -Improve/develop the existing school relationship with your local library, so that children and parents will visit more regularly -Join the Summer Reading Challenge Further Challenges 2.All schools and children’s services review and extend their reading activities, particularly beyond the formal curriculum. 3.Deliver a set of recurring messages via as many routes as possible, to add to the culture of reading. 4.Clarify the network of support and development activities that are working to produce improved reading outcomes with people, identifying gaps and overlaps. Further Challenges 5.Stimulate a wider selection of the community to engage with text–based activitiesparticularly in areas where levels of reading activity and ability are below city averages. 6.Encourage greater engagement of the private sector with reading and writing developments. 7.Use the NYR 2008 as a useful way of adding additional momentum to developments already outlined in plans across the 20072011 period. ‘Parental involvement in their child’s reading has been found to be the most important determinant of language and emergent literacy’ Bus,van ljzendoorn and Pellegrini 1995 Early Literacy Support programme Changes to the ELS programme • ELS materials revised to bring them into line with the objectives in the Primary Framework for Literacy 2006 and with the recommendations of the Rose review into the teaching of Early Reading. • They are aligned with the PNS publication Letters and Sounds and compatible with other similar approaches • More emphasis has been given to reinforcing the systematic teaching of phonics and applying the ‘simple view of reading’ Early Years Updates Documents and Contacts Overcoming Barriers in Mathematics • CD based resource containing materials designed to ensure pupils in Yrs 5 & 6 progress from a level 3 to level 4 by the end of KS 2