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Managing Assessment Change February/March 2008

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  1. Leading Learning Managing Assessment Change February/March 2008

  2. Learning Outcomes Principals will: • be aware of the statutory assessment and reporting arrangements for the N.I. Curriculum • have greater understanding of the different types of assessment and their purposes • have considered the implications of the statutory assessment and reporting arrangements for their school and the integration of these into their School Development Plan

  3. Overview Introduction Session 1 – Statutory Assessment Session 2 – Pupil Profile Conclusion – Support and Professional Development

  4. Session 1 Statutory Assessment

  5. Legislative Requirements The Education (NI) Order 2006 Article 9: Assessment • (1) The curriculum for every grant-aided school shall require each pupil in each key stage at the school to be assessed in each school year in accordance with such assessment arrangements as are specified in relation to that pupil and that key stage under paragraph (2). (2) The Department may by order specify, in relation to – (a) an area of learning; (b) a cross-curricular skill; and (c) any other skill specified under Article 8(1)(b), such assessment arrangements as it considers appropriate for pupils in each key stage.

  6. Legislative Requirements The Education (NI) Order 2006 Article 9: Assessment (3) Assessment arrangements specified under paragraph (2)(b)- (a) must, in the case of pupils in key stages 1, 2 and 3 … require pupils to be assessed by reference to levels of progression … “levels of progression” means levels determined for the purpose of measuring the progress of pupils in the development of a cross-curricular skill. Article 8: Skills (2) The cross-curricular skills are- (a) communication; (b) using mathematics; (c) using information and communications technology. (http://www.opsi.gov.uk)

  7. What does this mean for schools? Cross-Curricular Skills • Communication • Using Mathematics • Using ICT Yrs 3 - 7 pupils assessed each year using Levels of Progression (2009/10) Foundation Stage – pupils assessed each year (Levels of Progression - not statutory)

  8. What does this mean for schools? Areas of Learning – assessed and reported annually using qualitative comments Other Skills (TS&PC) – also assessed and reported annually using qualitative comments

  9. Changing Emphasis

  10. Levels of Progression • Draft – subject to regulation • Statutory criteria for teacher assessment • Communication, Using Mathematics and Using ICT • Common criteria for Key Stages 1, 2 and 3 • 7-Level scale (Key Stages 1-3) • Competence-based (‘Pupils can…’) • Supplementary Guidance

  11. DRAFT Levels of Progression in Communication Requirements for Communication Levels 1-5 ‘Pupils can….’

  12. DRAFT Levels of Progression in Using Mathematics Levels 1-5 ‘Pupils can….’ Requirements for Using Mathematics

  13. DRAFT Levels of Progression in Using ICT Levels 1-5 ‘Pupils can….’ Requirements for Using ICT

  14. Using the Levels of Progression Annual assessment (Yrs 3 –7) Teacher judgement Range of assessments over time Optional CCEA assessment tasks ‘Best fit’, holistic judgement

  15. Consistency of Standards Internal Standardisation Moderation Voluntary Accreditation

  16. Implications for your school Managing the assessment of the Cross-Curricular Skills in your school Consider: • raising staff awareness • reviewing policies • school development planning

  17. Legislative Requirements: Skills and Capabilities The Education (NI) Order 2006 Article 8: Skills ‘The curriculum for a grant-aided school must ensure, wholly or mainly through the teaching of the minimum content of areas of learning and religious education, the acquisition and development by pupils of- (1) the cross-curricular skills (a) communication (b) using mathematics (c) using information and communications technology. (2) any other skills specified under Article 8(1)(b).’

  18. The ‘other skills’ www.nicurriculum.org.uk

  19. Website and support materials

  20. Session 2 Pupil Profile

  21. Update • Annual Pupil Profile Report • Report Writer Training • Evaluation of InCAS Computer-Adaptive Assessments (December 2007) • Implementation Timetable • Moving forward

  22. Annual Pupil Profile Report Standardised: • Statutory minimum content • Fixed headings • Attendance Flexible: • Headings labelled ‘optional’ can be removed • Optional Content can be re-named • Box sizes • Font style and size • Length • Logo

  23. Report Writer Training • C2k • Report Co-ordination • On-line training • C2k helpdesk 0870 6011666 • Comment banks

  24. Evaluation of InCAS • carried out in December 2007 • available at: www.nicurriculum.org.uk

  25. Implementation Timetable

  26. Moving Forward Implications for your school: • Annual Pupil Profile Report / Profiles 7 • Managing InCAS • Using InCAS feedback • Sharing InCAS feedback with parents

  27. Conclusion Support and Professional Development

  28. Support and CPD • InCAS Yr 6 training – May/June 2008 • Whole school Professional Development in assessment - 2008/09 • Range of guidance materials • Assessment tasks • Exemplification • Website: www.nicurriculum.org.uk