Key Stage 3&4 Assessment

1. Key Stage 3&4 Assessment Assessment:Formative & Summative RA Moffatt. WELB

2. Assessment in Technology & Design RA. Moffatt. Assessment / Resources

3. Objectives: • To reflect upon Formative and Summative Assessment • To raise awareness of the positive aspects of • Pupil Assessment • To review Assessment strategies at Key Stage 3 and 4 • To engage in setting Mark Indicators and Marking Coursework • To encourage Marking for Improvement • To draw attention to ETI, Reports • To highlight good practice in the four elements of Coursework • To provide the opportunity to share good practice, exchange • views and information on resources.

4. Our Learning Intentions • To raise awareness of the main approaches to assessment. • Assessment for Learning • Principles of good assessment • To examine the key elements of assessment for learning. • To explore the application of the principles of assessment for learning in t&d. • To encourage participants to ‘give it a go’

5. So what is assessment? Key questions Definition Purpose

6. Summative Profile Moderate Report Mark ASSESSMENT Exam Test Plan Record Formative

7. Is there a policy for Assessment, Recording and Reporting? If so does it meet the requirements of the school and its syllabus? Do all the t&d staff implement the policy consistently, or has it not been agreed? Are a range of tasks used for assessment purposes? To what extent does assessment provide feedback to pupils, inform teacher planning and support continuity and progression? Asking the hard Questions • Assessment must be built into the planning of learning experiences for pupils. (Assessing Recording and Reporting in Technology & Design)

8. Are pupils ever involved in assessing and recording their own work? Does the school offer record of achievement? How does the T&D department record pupil progress including SEN pupils? Is there a departmental portfolio of work? Is there an annual report on individual progress in t&d? What is reported on? Asking the hard Questions

9. Think about? WHAT Is to be assessed? Content Why is the assessment being carried out? Formative, summative etc. W WHO Is to be assessed? Class/individual 5 When Will it take place? Class time/regular intervals, End of term, end of year? Where Will it take place? Classroom/exam hall

10. What is Assessment? • makinginformed judgementsabout pupils' achievements and progress • part of the process of teaching and learning and needs to be built into theplanning of teaching • based onevidenceof what pupils know, understand and can do • intended to draw attention to pupils'positive achievements • can take place onany occasionwhen pupils express themselves, intentionally or otherwise, in relation to learning objectives

11. What is Assessment? • is usually made by the teacher, but may include judgements made by thepupilsthemselves • implies acontract of trustbetween teachers and pupils. Both parties recognise, accept and value this partnership as a means of making progress • is asubtle art, not an exact science • is a means ofmonitoring continuity and progressionin pupils' achievements, and evaluating their curriculum

12. The Purpose of Assessment Formative - Assessment for learning To Assist pupils in their learning assessment means making regular and continuous judgements about pupils' progress. These judgements are shared with the pupils and are for their benefit and for the benefit of others involved in helping them to learn. Summative – Assessment of Learning To grade pupils, or identify their overall achievements in relation to established criteria This means making judgements at the end of a period of education for reporting the overall achievements of individual pupils, or a group of pupils.

13. The Purpose of Assessment Diagnostic - Identify the pupils strengths and weaknessesassessment means making occasional judgements on the basis of particular tests to assist in planning. These judgements are not shared with pupils and are for the benefit of teachers (and others involved in planning the curriculum). Evaluativeassessment helps determine student progress. Assist planning. Link to value added. Relate to national comparisons and statutory requirements All of these purposes may also help teachers to monitor, moderate and evaluate the learning experiences they are offering to pupils in order to develop and improve the curriculum.

14. Promoting children's learning is the principal aim of schools. Assessment lies at the heart of this process.... The assessment process itself should not determine what is to be taught and learned. It should be the servant, not the master, of the curriculum. (TGAT Report) Planning and Assessing in Technology & Design

15. …improving the quality of teachers’ assessment practice has a substantial effect on the achievement of pupils. What the research says …

16. raise standards of attainmentand behaviour, and improve pupil attitudes and response enable theactive involvementof pupils in their own learning by providing effective feedback (and feed forward) which closes the gap between present performance and future standards required Good assessment will …. promote pupilself-esteemthrough a shared understanding of the learning processes and the routes to improvement should besensitive and constructivebecause any assessment has an emotional impact

17. should be part of effective planning of teaching and learning enable the teacher to adjust teaching to take account of assessment information and to focus on how pupils learn draw upon as wide a range of evidence as possible using a variety of assessment activities track pupil performance and in particular identify those pupils at risk ofunderachievement Good assessment will ….

18. provide information which can be used by parents or careers to understand their pupils’ strengths, weaknesses and progress provide information which can be used by other interested parties provide information which can be used to evaluate a school’s (departments) performance against its own previous attainment over time and against national standards Good assessment will ….

19. Sharinglearning intentions Using marking andfeedbackstrategies Using effectivequestioningtechniques Peer andself-evaluation. Key Elements of Formative Assessment

20. The first active element of formative assessment in the classroom is the sharing of learning intentions with children … Without the learning intention, children are merely victims of the teacher’s whim. Learning Intentions Shirley Clarke 2002

21. Share the learning intention with the pupil. In work sheets Display it.- WALT board, whiteboard etc Tell them Explainwhy this learning is important. Learning Intentions

23. Electronics WILF:

24. Add more detail to your design • by showing:- • Where the circuit will be • located? • How the circuit will be fixed in • place? • Where the battery will be • placed? • The location of the LED?

25. Share your learning intention – it’s not a secret. Tell the pupils what they are learning and why. Separate the LI from the context Discuss with the pupils the criteria necessary to achieve success So what was that about … Feedback The greatest motivational benefit will come from focusing feedback on: • The qualities of the child’s work and not on comparison with other children; • Specific ways in which the child's work could be improved.

26. Teachers should be aware of the impact that comments, marks and grades can have on learners’ confidence and enthusiasm and should be as constructive as possible in the feed back that they give. Feedback

27. What the research shows … • A raw score on a page de-motivates all but the highest achievers • A raw score and comments – the majority do not even read the comment • Educative feedback with specific points for improvement is best 30%

28. Related to the learning intention Identifies where success occurs Identifies where improvement could take place Identifies how improvement could take place Allows time for improvements Effective Feedback

29. Marking for improvement Comment only marking Prompts for improvement Reminder Scaffold Example Feedback strategies

30. Identify achievements and how to improve Ensure that pupils can read and understand your feed back comments Provide time for them to read the comments Provide time for them to act upon the feedback Feedback: Review

31. Key characteristics of assessment for learning are: • using effective questioning techniques • using marking and feedback strategies • sharing learning goals • peer and self assessment

32. Planning for assessment It is important to plan for a variety of assessment opportunities across the key stage and within each unit of work, egs. question and answer sessions, written reports of investigations carried out, research results recorded, a problem-solving task, a piece of observed practical activity, a design and make assignment (DMA), tests, marked class work and homework. This will help you to assess whether or not the teaching was successful as well as providing vital information about students’ learning.

33. Formative assessment in practice Clear learning objectives should be set for each D&T unit of work and students assessed against these during the unit. Assessment may focus on particular aspects of students’ developing knowledge, skills and understanding, rather than necessarily trying to assess the whole of D&T capability in every unit. A simple 3-point scale for assessment is perfectly adequate for this, eg. expressed as: 1 – working below target; 2 – on target; 3 – exceeding target, so long as these assessments are made against the learning objectives for the unit.

34. Summative assessment in practice Summative assessment involves the assessment of overall capability. Every now and then during the key stage you will need to set the students a major design and make assignment for which they take responsibility for the planning and execution. This is their chance to shine - to rise to the challenge of applying the knowledge, skill and understanding they have been developing and to demonstrate how capably they can design and make.

35. These characteristics are reflected in Ofsted’s latest subject report for D&T in Secondary school (2002/03), which reports that for many schools the quality and use of assessment remains an area for development and that assessment should: remain an essential and integral part of teaching and learning involve sharing learning goals with students help students to know and recognise the standards they are aiming for involve students in peer and self-assessment provide feedback which leads to students recognising their next steps and how to take them involve both teacher and students in reviewing and reflecting on assessment data Ofsted consider that the most sig

36. A record of students’ marks should be kept in a mark book, or equivalent, and regular feed back given to students about how they are getting on, setting them realistic targets for which to aim. This may be done verbally or a proforma devised for this purpose, so that there is a more permanent record. ICT can be used for this administrative job and may be a more manageable option than written records. (Link here to example ‘Assessment proforma’ spreadsheet and Student Progress record in the members only section) This data, when looked at holistically over time, can be used as an indicator of the National Curriculum level at which a student is operating. However, separate aspects of capability should never be looked at in isolation and used as an indicator of holistic capability.

37. ‘the importance of the unimportant...’

38. ‘not what it is made of but what it is.’