1 / 21

National Conference for Parents

National Conference for Parents. Primary Assessment Jacqueline Price October 2010. Primary Assessment How are children being assessed and how will parents know their child is making progress in primary?. Curriculum for Excellence curricular framework assessment framework thinking

venus
Download Presentation

National Conference for Parents

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. National Conference for Parents Primary Assessment Jacqueline Price October 2010

  2. Primary Assessment How are children being assessedand how will parents know their child is making progress in primary?

  3. Curriculum for Excellence curricular framework assessment framework thinking language

  4. Focus on the experiencesand the learning outcomes • The experiences and outcomes are a set of statements which describe the expectations for learning and progression for each of the eight curriculum areas. • The title ‘experiences and outcomes’ recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved.

  5. What’s new and what’s not? building on good practice improving the quality of teaching and learning experiences focus on the learner and the learning detailed knowledge of the learner – strengths, areas for dev. next steps learner engagement teaching – learning – assessment progress– breadth, challenge & application assessment over a longer period of time supported by a wider range of evidence teacher judgement quality assurance & moderation core learning – literacy, numeracy & health and wellbeing

  6. earlier or later for some Early – pre-school years and P1 First – to the end of P4 Second – to the end of P7 Third, Forth – S1 to S3 Senior phase – S4 to S6 and college or other means of study

  7. What? • Knowledge & understanding • Skills • Attributes and capabilities When? • As part of ongoing learning and teaching • Periodic • At transitions How? • By using a variety of approaches and range of evidence • By making assessment fit for purpose and appropriately valid, reliable and manageable & proportionate • Through partnership working

  8. Achieving a level For learners to demonstrate that their progress is secure and that they have achieved a level, they will need opportunities to show that they: • Have achieved a breadth of learning across the experiences and outcomes for an aspect of the curriculum • Can respond to the level of challenge set out in the experiences and outcomes and are moving forward to more challenging learning in some aspects • Can apply what they have learned in new and unfamiliar situations

  9. Assessment evidence may come from things pupils say write make do in response to their learning experiences. The assessment process will involve gathering and consideration of the evidence, using agreed criteria, in order to arrive at judgements about how much and how well, and what needs to be done next.

  10. Evidence might be a... practical investigation, performance, presentation, discussion, drawing, report, project, check-up, learners’ assessment of their own work and comparisons with others, model, piece of artwork, test, video, photograph ...

  11. How do we ensure progression within Es/Os? • Vary learning outcomes • Vary success criteria • Vary activities • Vary contexts • Vary approaches to assessment

  12. teaching – learning – assessment in action • Health and wellbeing • Experiences and Outcomes • HWB 0-15a: I am developing my understanding of the human body and use this knowledge to maintain and improve my wellbeing and health. • HWB 0-32a: I know that people need different kinds of food to keep them healthy • Learning Intentions – We are learning to: • categorise healthy/unhealthy foods within a balanced diet • organise a range of foods into their specific group

  13. Success Criteria APS • I can choose healthy foods. • I can give reasons for healthy food choices. PS • I can sort healthy/unhealthy foods. • I can identify ‘healthy’ and ‘treat’ foods. P1 • I can categorise healthy/unhealthy foods within a balanced diet. • I can organise a range of foods into their specific group.

  14. MNU 1-20b: I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria. Group 1 • I can place important family events in time using a timeline. • I can sort information I have found into chronological order. Group 2 • I can collect information about family pets and interests. • I can display the information I collect in graphs and pictograms. • I can decide how I would like to display my information. Group 3 • I can use Venn and Carroll diagrams to sort the information collected. • I can record information using a Carroll diagram. • I can think of and use interesting ways to display information.

  15. Experiences and OutcomesLIT 2-09a: When listening and talking with others for different purposes, I can clarify points by asking questions or by asking others to say more. When listening and talking with others for different purposes, I can share information, experiences and opinions Success Criteria P5 • The children can prepare a presentation on an issue. • The children can present arguments for and against their chosen topic. • The children can answer questions on their topic. • The children can offer their own opinion on the topic based on their research. • P6 • The children can devise open-ended questions to allow the character’s feelings and experiences to be discussed. • The children are able to create a role using previous knowledge and understanding. • The children are able to show through an interview scenario, who a character is and how they feel • P7 • The children can understand how events and characters relate to one another, before evaluating and applying knowledge to asking and answering questions. • The children are able to form an opinion of a character and through ‘hot-seating’ demonstrate their understanding of why characters behave in such a way

  16. Ensuring consistency • Supporting development of shared understanding of standards and expectations and build trust and confidence in teacher judgements • Moderation activities in school, across schools, across clusters, nationally • HT/SMT/LA monitoring practice • National monitoring such as Scottish Survey of Achievement – monitoring national performance in literacy & numeracy • HMIe inspections

  17. Reporting can take a variety of forms ... • Quality discussion- parent - teacher – learner • Written reports • Achievement events • Personal learning planning • ‘I can’ folders • Learning walls • Learning stories • Monthly newsletters • Learning logs • Learning blogs • Electronic portfolios ...

  18. Reporting to parents should ... • Be constructive • Avoid jargon • Provide information on learner’s strengths, progress, achievements and attitude to learning • Motivate learners to develop their fullest potential • Allow learners the chance to comment on their progress. • Provide parents with a chance to comment as part of the process *No set formats for written reports

  19. Focus on the learner & the learning:the four capacities • Successful learners with enthusiasm and motivation for learning and openness to new ideas and determined to reach high standards of achievement • Confident individuals with physical, mental and emotional wellbeing and self respect and ambition • Responsible citizens with respect for others and a commitment to participate responsibly in political, economical, social and cultural life whilst developing a knowledge of the world and Scotland’s place in it. • Effective contributors with resilience and self-reliance, who can communicate, work in partnership and apply critical thinking, solve problems and be enterprising and creative.

  20. Keep up to date • Talk to your child and their school • Visit the Learning and Teaching Scotland website http://www.ltscotland.org.uk/curriculumforexcellence/index.asp and the Parent Toolkit http://www.ltscotland.org.uk/curriculumforexcellence/buildingthecurriculum/engagingwithparents/index.asp • Sign up for email updates and the CfE Bulletin at http://www.ltscotland.org.uk/curriculumforexcellence/keepuptodate/index.asp • Get support and ideas from http://www.ltscotland.org.uk/parentzone/ • Follow the development of new qualifications on SQA website http://www.sqa.org.uk/ • Fact files http://www.ltscotland.org.uk/Images/FACT1_Assessmentandqualifications_tcm4-624656.pdf

  21. Assessment Team Learning and Teaching Scotland The Optima, 58 Robertson Street, Glasgow G2 8DU T: Customer Services: 08700 100 297 Website: www.LTScotland.org.uk Contact us

More Related