IPC Assessment for Learning at Panaga School 18 th November 2009. Our Learning Targets. To know about IPC Assessment for Learning To be able to share your child’s IPC learning. Knowledge, Skills and Understanding. Tell a partner something you KNOW , something you ARE ABLE TO DO
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IPC Assessment for Learningat Panaga School18th November 2009
To know about
IPC Assessment for Learning
To be able to share your child’s
Tell a partner
something you KNOW,
something you ARE ABLE TO DO
something you UNDERSTAND
SkillsTo be able to…
UnderstandingTo understand ..
Knowing ‘that’, knowing ‘about’
Practical, knowing ‘how to’
Take time to develop through practise and experience
Essence of many subjects: What scientists do...what historians do…
At the heart of every subject
Fewer key skills than ‘facts’
Complex relationship between knowledge and skills, developed over time
Do we ever truly understand something or do our knowledge and skills over time help us to develop an understanding?
How often to we ask if or say that we understand something? Should we be really ask ‘Do you/I know…?
Knowledge can be researched or taught by presentation
Skills must be taught practically and in context. Time intensive and need to be revisited
Understanding is facilitated rather than taught. Time is crucial.
Knowledge is easily assessable by tests, check ups and quizzes.
Skills is difficult to assess out of context, no right/wrong. Skills need to be assessed more than once, as they are developmental.
Understanding is more complex. It is longer, multidimensional process. Can we ever truly assess understanding?
A one off event/test
May be feedback but no
Grades not necessarily with actions
Don’t need to know the
Aimed at reporting
Related to learning targets
Looks forward: target setting
Learning to Learn
Leads to improvement
Encourages engagement and self assessment
Assessment for Learning is….
¨…the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.¨
Assessment Reform Group (2002)
It’s good to tell her how high she has jumped.
(Assessment of Learning - Summative)
It’s much better to recognise the height and help her
to jump higher.
(Assessment for Learning – Formative)
Watch the jugglers in action.
Are they working at ‘Beginning’, ‘Developing’ or ‘Mastering’ level?
How do you know?
Using the rubric to decide what advice you can give each other to help you move from ‘Beginning’ to ‘Developing’ or from ‘Developing’ to ‘Mastering’.
Skills based, over a milepost
Identifies key skills
Rubrics for teachers and children
Learning advice, to help children to improve their skills
The scenarios are examples
of the skills in action, in the different subjects in the IPC units
It is an integral part of the IPC learning, NOT extra activities.
Geography Key Skill1.10
Be able to make maps and plans of real and imaginary places, using pictures and symbols
(Milepost 1: age 5-7 years, Primary 2 and 3)
In Transport Geography Task 5, the children work together to make a class map to show all the routes the children take to school and to other places. The children decide on a colour scheme and any symbols they will use to produce their class map.
Details what the key skill will ‘look like’ in action and exactly how a child performs within each learning stage.
Corresponds to and reflects the teachers’ rubric, written in ‘child-speak’.
I’m getting used to it
I’m getting better
I’m really getting it
Used to explain the key skill, success criteria and expectations in children’s language
Used to involve children in their learning and
assessment process, including target setting
Used before, during and after a learning task
Learning advice given for each key skill
How to progress from Beginning to Developing
How to progress from Developing to Mastering
For individual children/groups/class
For children at ‘Mastering’ level – used to
consolidate learning and to move to the next
Your children will be talking about their learning, not only what they are doing.
They will be able to talk about learning skills, some new and some consolidated.
Rubrics and other methods will be seen in their IPC books, with evidence of their IPC Assessment for Learning.
The IPC section of your child’s end of year report will include the letters B, D or M and a comments about their skill and knowledge learning.
Any questions or further clarification?