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Assessment Focus Group Wednesday 16 th July 2014 PowerPoint Presentation
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Assessment Focus Group Wednesday 16 th July 2014. Why we are here. To identify what you would like to record / analyse To identify what is most important to you To discuss your adopted assessment frameworks To identify what you need from the assessments module

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slide1

Assessment Focus Group

Wednesday 16th July 2014

why we are here
Why we are here
  • To identify what you would like to record / analyse
  • To identify what is most important to you
  • To discuss your adopted assessment frameworks
  • To identify what you need from the assessments module
  • To help shape the assessment module to suit your needs
what we are not here for
What we are not here for
  • To dissect the primary curriculum 2014
  • To advise on the primary curriculum
  • To create a primary curriculum framework
  • To talk at you for the next 2 hours, participation and feedback is key!
i need a system that
I need a system that…
  • Brainstorm (post it)

e.g.

    • Progress
    • Attainment
    • Value added
    • APS
    • 3 E’s
    • Statements etc…
slide10

Alison Peacock DBE, Headteacher,

  • The Wroxham School (ofsted outstanding)
  • We have not talked to children and parents about ‘levels’ for the last ten years.
  • They are not given targets or grades but there is a strong focus on formative feedback.
  • Evidenced in the manner in which each child can talk about his learning and next steps for improvement.
  • End-of-year reports are written by the children from year one to year six and form an electronic dialogue with the teaching team.
  • We have kept data tracking sheets as a management resource purely as a means of ensuring that no child slips through the net (and to provide a record for Ofsted when they inspect).
slide11

Kerry Sternstein, Deputy Headteacher,

  • The Shaftesbury School (ofsted outstanding)
  • We are a specialist school for pastoral care, a national support school and have been consistently outstanding in the last two Ofsted inspections
  • Pupils’ achievement and progress is monitored by continuous setting and reviewing of targets – 22 NAHT targets not determined to level or judge, but to guide and reinforce.
  • Pupils and staff together decide whether they have met the target (green), are still working on the targets (amber) or have not met it (red).
  • Academic targets are based on descriptors and ‘I can’ statements, not on NC levels, although they are relevant to them.
slide12

Dr ReenaKeeble DBE

  • Cannon Lane Primary School (oftsed outstanding)
  • It had been obvious to us that a 2A in one school was not the same in another school, so we welcomed the opportunity to develop something
  • We broke down the expectations for pupils in English and maths into statements.
  • For example
    • There were 13 statements in English for Reception.
    • Year 1 statements began with statement 14;
    • so if a Reception child had achieved 16 statements in writing it was easy to see he/she was working to Year 1 expectations.
  • The results were recorded on a simple spreadsheet and RAG (red, amber, green) rated.