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Assessing Pupils’ Progress

Assessing Pupils’ Progress

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Assessing Pupils’ Progress

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  1. Assessing Pupils’ Progress APP for Writing

  2. APP – the benefits APP is a structured approach to in-school assessment which: • Enables teachers to make judgements about their pupils’ attainment, keyed into national standards. • Provides diagnostics information about the strengths and areas for development of individual pupils and groups of pupils. • Informs curriculum planning and target setting.

  3. APP timeline for Regents Park • Short INSET session to introduce APP. • Second INSET session to assess evidence for a child in each class using APP guidelines. • During spring term continue to gather evidence for 1st child, and extend to 2 more children. End of spring 2 complete assessment grids for these 3 children.

  4. APP timeline for Regents Park • During summer term gather evidence for 5 children and complete grids by end of term. In addition, grids will also be completed for 5 children who do not have a portfolio of evidence. • For 2010/2011 we will gather evidence for 5 children throughout the year, but will complete a grid for all children each term.

  5. The basic approach • Step One: Consider evidence • Step Two: Review the evidence • Step Three: Make a judgement

  6. Step One: Consider Evidence • A range of evidence is required – between five and ten pieces of writing is sufficient and should be drawn from a range of literacy units and other curricular areas. • The evidence will be gathered over a term. • Evidence will be taken from the children’s ‘normal’ work – you do not need to set ‘APP’ tasks. • Evidence should include work where pupils have demonstrated a significant degree of independence.

  7. Step Two: Review the evidence • You are reviewing rather than assessing the work for the first time, as the work has already been marked. • This gives us an opportunity to take a broader view of pupils’ achievements over a period of time.

  8. Strands 9,10,11 Strand 11 Strand 10 Strand 9 Strand 6

  9. Step 1: Making assessment focus judgements • For each AF, starting with AF5: • look at the evidence in relation to all the criteria for both the higher and lower levels at this borderline and highlight those that have been met • make a best-fit judgement whether the higher or the lower level has been achieved and tick the appropriate level-related box • if there is some evidence for an AF but not enough to make a judgement at the lower level, tick the BL (Below Level) box • if there is no evidence for a particular AF, tick the IE (Insufficient Evidence) box. • If you have ticked BL for more than one AF out of AFs 1 to 6, check whether you should be using the assessment guidelines for the next lowest level borderline. • If you have ticked all, or almost all, the criteria for the higher level, check whether you should be using the assessment guidelines for the next highest level borderline.

  10. a a a a a a

  11. Step 2: Making an overall level judgement • Check your AF judgements against the requirements for each level. • For level 1: ticks at level 1 for three out of AF5, AF6, AF1 and AF2 and either AF7 or AF8, plus some highlighting of level 1 criteria for handwriting. • For level 2: ticks at level 2 for three out of AF5, AF6, AF1 and AF2 and either AF7 or AF8. • For all other levels: ticks at the target level for any four AFs out of AFs 1 to 6. • If you have ticked IE for more than two AFs, there may be insufficient evidence to make an overall level judgement, in which case IE should be awarded. • Now finalise the overall level judgement by deciding whether the level is low, secure or high. • Low – meets the minimum requirements for the level. • Secure – meets the minimum requirements for the level with some additional highlighting of criteria at the level in most other AFs. • High – the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above likely to be highlighted as well. • Your decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence. Where evidence for AF7 and AF8 is significantly better/worse than the evidence for other AFs, it is likely to influence your judgement of low, secure or high.

  12. a a a a a a a

  13. Step 3: Checking the overall level judgement • Finally, check the overall judgement by comparing the evidence with the relevant standards files.

  14. Task • Analyse the work from a standards file and complete an assessment grid. • Work through the flow diagram to decide upon a level. • Begin to think about what learning opportunities you might plan for this child if they were in your class.

  15. Follow Up Task • Please begin to collect evidence for one child, including independent writing in their literacy book and any assessed writing task they have completed this year. If the children have completed any independent writing tasks during topic, science, etc, then you should collect them as well. We will assess the evidence together in January.