Developing and Leading Assessment at Gibson Primary School

1. Developing and Leading Assessment at Gibson Primary School

2. Developing and Leading Assessment • Context K Sterritt & C Browne (Gibson)

3. Developing and Leading Assessment • Context– Baseline Position New Principal February 2006 Individual meetings with all teachers Desire for development Key Findings related to planning and assessment Assessment results – holistic approach K Sterritt & C Browne (Gibson)

4. Developing and Leading Assessment • Context – Priorities Priorities identified for consultation with staff Senior Management Team - Analysis of findings 2 Key Priorities identified: Planning Assessment for Learning K Sterritt & C Browne (Gibson)

5. Developing and Leading Assessment • Context – Assessment Baseline Assessment manager used to store Standardised scores End of Key Stage targets set and analysed by Literacy and Numeracy co-ordinators. No uniform approach to formative assessment K Sterritt & C Browne (Gibson)

6. Developing and Leading Assessment 22% Free School Meal Entitlement • Context Good Quality Learning and Teaching End of Key Stage results K Sterritt & C Browne (Gibson)

7. Developing and Leading Assessment • Direct Action Planning Consultation with CASS Numeracy co-ordinators led development Assessment for Learning Link with Planning/Revised Curriculum Training K Sterritt & C Browne (Gibson)

8. Developing and Leading Assessment • Direct Action Team Development – Implementation Team Action Plan Staffing Restructure Assessment Co-ordinator appointed K Sterritt & C Browne (Gibson)

9. Developing and Leading Assessment Action Plan 2007/8 K Sterritt & C Browne (Gibson)

10. Developing and Leading Assessment K Sterritt & C Browne (Gibson)

11. Developing and Leading Assessment • EVALUATION Challenges Action Plan – TOO AMBITIOUS! Workload Age range of children Teaching style/approach K Sterritt & C Browne (Gibson)

12. Developing and Leading Assessment • EVALUATION Successes Teachers leading change - ownership PRSD Sharing of good practice Positive impact on Learning and Teaching Clear link between Summative and Formative assessment K Sterritt & C Browne (Gibson)

13. Developing and Leading Assessment • Impact of Assessment Change Mixed feedback Learning Intentions kept the focus on LEARNING Link between FORMATIVE and SUMMATIVE Assessment AfL not particularly suited to Numeracy 2 stars and a wish Challenge for more able pupils Parental conceptions K Sterritt & C Browne (Gibson)

14. Developing and Leading Assessment STAFF EVALUATION OF SCHOOL DEVELOPMENT PLAN Please rate the following features of our School Development Plan using the scale below. 1. significant strengths 2. strengths outweigh weaknesses 3. weaknesses outweigh strengths 4. significant weaknesses LEARNING AND TEACHING K Sterritt & C Browne (Gibson)

15. Developing and Leading Assessment • Impact of Assessment Change K Sterritt & C Browne (Gibson)

16. Developing and Leading Assessment K Sterritt & C Browne (Gibson)

17. Developing and Leading Assessment • Where Next? EVERY SCHOOL A GOOD SCHOOL Evaluate, Focus and Embed K Sterritt & C Browne (Gibson)

18. Developing and Leading Assessment • Where Next? Marking for improvement Self-Assessment Assessment manager – pupil tracking Levelling of work K Sterritt & C Browne (Gibson)

19. Developing and Leading Assessment • What would we change? • Our Key Learning Points Pace of change Ownership Positive Impact K Sterritt & C Browne (Gibson)

20. Developing and Leading Assessment Evaluate, Focus and Embed K Sterritt & C Browne (Gibson)