Transcript Assessment and Data - King George V School

Assessment and Data
Year 7 and 8
Our aim is for assessment to improve learning not just measure it
Agenda
Assessment
Reporting
Data and baseline testing (MidYIS)
STEPS
Home – school support
Our aim is for assessment to improve learning not just measure it
Three ways of using Assessment
Of
learning
As
learning
For
learning
Our aim is for assessment to improve learning not just measure it
Assessment of Learning
• occurs at the end of the learning unit
• assessment that is accompanied by a number or
letter grade (summative)
• compares one student’s achievement with standards,
predictions
• Results usually communicated to the student and
parents
Our aim is for assessment to improve learning not just measure it
Assessment for learning
• assessment can be based on a variety of information
sources (e.g. portfolios, works in progress, teacher
observation, conversation)
• verbal or written feedback to the student is primarily
descriptive and emphasizes strengths, identifies challenges,
and points to next steps in learning
• as teachers check on understanding they adjust their
instruction to keep students on track
• grades or scores may not be given
• occurs throughout the learning process, from the outset of
the course of study to the time of summative assessment
Our aim is for assessment to improve learning not just measure it
Assessment as learning
• begins as students become aware of the goals of
instruction and the criteria for performance
• involves self and peer assessment and feedback
• involves goal-setting, monitoring progress, and
reflecting on results
• implies student ownership and responsibility for
moving his or her thinking forward
• occurs throughout the learning process
Our aim is for assessment to improve learning not just measure it
Possible feedback
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Letter grade
Numerical grade
Mark
Percentage
No grade
SHARED AND UNDERSTOOD
Our aim is for assessment to improve learning not just measure it
Data
• Any piece of information we hold for students
– Language information
– Transfer information from primary schools
– Test results, report grades, comments, targets
– Attendance data
– Rewards and sanctions
MidYIS
• Middle Years Information System
– Centre for Evaluation and Monitoring, Durham
University, UK
• Four sections
– Vocabulary
– Maths
– Non verbal
– Skills
Easy Vocabulary
Medium maths
Non-Verbal: Cross-sections
Non-Verbal: Blocks
Non verbal: Pictures
MidYIS Skills: Proof Reading
MidYIS Skills: Perceptual Speed and Accuracy
How do we use MidYIS?
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To identify students who need support
To inform teaching and learning
To identify trends for classes as a whole
To highlight specific strengths and weaknesses
To inform discussions with students when
setting targets
• To track student progress
• To be able to celebrate achievement
Traditional Reporting
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Based on one formal communication per term
Report or teacher/tutor consultation
Different for each year group
Different format for different purposes
Reports will have an overall attainment grade
Subject criteria
Constructive energy
Our aim is for assessment to improve learning not just measure it
Grading
Overall Attainment Grade
Specific Criteria
A*
A
B
C
D
E
1
2
3
4
5
Excellent
Very good
Good
Satisfactory
Below satisfactory
Poor
Excellent
Good
Satisfactory
Below satisfactory
Poor
Our aim is for assessment to improve learning not just measure it
Parent Consultation
• Provide an opportunity for parents to discuss the progress
and learning of their children
• Provide opportunities for parents to further understand the
work students are doing in class
• Provide opportunities for parents to understand how students
are assessed. For example, with an example of a test or a
piece of work with success criteria
• Result in an agreed understanding between the parent,
teacher and student of the student’s current achievement and
the outcomes to be achieved before the next
meeting/report/term
• Conclude with an agreement on how the student’s future
progress will be supported by the teacher, parents and
student
Our aim is for assessment to improve learning not just measure it
Improving communication
• LIONeL
– Curriculum documentation
– Merits
– Concerns
– Sanctions
– Homework
– Attendance and punctuality
Our aim is for assessment to improve learning not just measure it
Improving Communication
• Traditional reports = disconnect with
classroom
• Feedback and targets work best when
focussed on specific pieces of work
S
• STEP
Our aim is for assessment to improve learning not just measure it
What does it mean for students?
Using data and assessment OF, FOR and AS learning
helps students to:
• Become more independent learners
• Become more reflective learners
• Set meaningful targets to help them to improve
• Be actively engaged in their learning
• Develop increased motivation and enthusiasm
from enjoying success
What can parents do to support
learning at home?
Find out…….
• Your child’s timetable so you know what lessons
they’ve had that day and what’s coming up
tomorrow
• Read the daily homework email
• Which subjects your child likes most and which
they are less happy about and why
• For each subject, find out what your child is doing
well and what they need to do to improve so you
can talk about things that can make a difference
for them
What can parents do to support
learning at home?
At the end of the school day…..
• Ask key questions about their learning
• Start with a subject your child likes or is doing
well in and then move on to the more difficult
• Look for positives and signs of success as well
as things that could be improved
What can parents do to support
learning at home?
Help your child to review progress
• Find out what their targets are
• Ask key questions which provide the
opportunity for them to talk about what the
targets actually mean and what they need to
do to achieve them
• Identify and discuss patterns in targets
• Discuss targets with teachers and parents’
evening
What can parents do to support
learning at home?
Help your child to become a more independent
learner
• Resist the temptation to help too much
• Don’t worry about not being an expert
• Ask questions which will help them to find the
answers for themselves
• Discuss different sources of information and
where they can find suitable resources
• Encourage your child to work with or talk with a
friend