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Assessment Framework CPD. Maureen Brice, Peter Gorrie, Alison Kidd. Success Criteria from last session. I can confidently lead the development/updating of an assessment framework/policy (as part of L & T policy) for my school which results in a improved outcomes for learners

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assessment framework cpd

Assessment Framework CPD

Maureen Brice, Peter Gorrie, Alison Kidd

success criteria from last session
Success Criteria from last session
  • I can confidently lead the development/updating of an assessment framework/policy (as part of L & T policy) for my school which results in a improved outcomes for learners
  • I will have a better understanding about a range of approaches to moderation
  • I will have had the opportunity to share ways other schools are tracking pupils progress
feedback proposed changes additions to session 2
Feedback proposed changes additions to session 2
  • Examples of good practice of an assessment framework in other schools/authorities
  • Recording progress and tracking
  • What kind of evidence should be kept-recording procedures, planning for assessment
  • Demonstration of effective use of NAR
update
Update
  • Standardised test tracker TrackingStandardisedTests.xls
  • Moderation - RME example – Jen Goodall
  • Moderation – authority update
what is application
What is application?
  • Application refers to how knowledge and understanding, attributes, capabilities and skills (including higher-order thinking skills) are used in new and unfamiliar contexts so that they become transferable and secure. This is about learners becoming flexible and adaptable in the way they apply their learning.

Examples of progress in application of learning include:

    • using skills and knowledge in different situations;
    • using skills and knowledge in creative and innovative ways;
    • finding, selecting, sorting and linking information from a variety of sources;
    • using information for different purposes;
    • creating texts to persuade, argue and explore ideas;
    • recording and presenting thinking in different ways; and
    • presenting, analysing and interpreting evidence to draw conclusions.
planning learning to assess security achieving a level
Planning learning to assess security / achieving a level
  • Choose a curriculum area
  • What activities do your pupils currently experience which allow them to demonstrate security / achievement of a level?
  • What can we do to ensure that more children are secure / achieve at a level?
  • What is manageable / reasonable to record of this achievement?
does the learner journey reflect
Does the learner journey reflect
  • Does the learner journey reflect an approach to demonstrating progress and recording security at a level?