Assessing Pupils’ Progress (APP). Objectives. To have an overview of the APP approach. Consider the model and become familiar with process of arriving at and agreeing judgements. To outline expectations with regards to moderation of judgements.
There are many sets of criteria (… and products) that claim to assist teachers in making judgements related to national standards. Some are commercial, some have been developed by local authorities and others are ‘home grown’ within schools or groups of schools.
Stephen Anwyll, Curriculum Division, QCA 2008
National standards communicated through test scores.
Teachers reliant on short tests for evidence of achievement.
Dominant assessment techniques are specific events rather than part of daily teaching and learning.
Progress is articulated through numbers
(2, a/b/c, 3).
High value assessments at theend of stages, not useful for individual progress.
Assessments seenas reliable because external to the school.
Separation of day-to-day assessment from national standards.
APP SITS HERE
The materials are made up of two elements:
Using APP materials teachers can make level judgements for each of the following National Curriculum attainment targets (ATs):
Day-to-day teaching and learning
Planning from learning objectives (PNS)
Evidence for AFs
Informing planning and teaching and learning
Periodic assessment using AFs
Teachers will need:
Shade of the grid.
- 30 1
- 30 7
Securing Evidence (2)
87 - 31
81 - 37
Teachers will need:
A range of evidence of independent work
Reading Evidence Examples
From “The Midnight Fox” unit
Teachers initially struggle to identify evidence for reading (in contrast to writing).
Teachers need to ensure that they are offering significant opportunities for independent work.
Improved questioning and dialogue lead to a wider range of better quality evidence.Key Points
Standardisation and moderation to secure standards and improve understanding of progression, use of APP resources in classrooms, collecting & acting upon evidence.
APP informing learning and teaching as part of school improvement cycle.
Teachers working collaboratively to develop their understanding of pedagogy and their subject knowledge.
Teachers collecting evidence & making judgements
Implementing APP (in contrast to writing).
Trial with 6 children in one subject in two classes (e.g. subject leader and other).
Whole school trials with 6 children in one subject.
Scale up for use with all children in class for one subject.
Whole school trials with 6 children in second subject whilst maintaining first subject.
Scale up for use with all children in class for two subjects.
Whole school trials with 6 children in third subject whilst maintaining first two.
Scale up for use with all children in class in all subjects.
Regular moderation and collaboration throughout the implementation and beyond.
School Senior Leader Responsibilities
APP Lead Teacher for the Subject Responsibilities
APP is an opportunity to: