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Creating an Assessment for the NAR – Our Experience. Earlston High School Scottish Borders. say. write. make. do. Building the Curriculum 5 Key Messages… Learner engagement in assessment is crucial. Teachers need to use many approaches to assessment.

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slide1

Creating an Assessment for the NAR

– Our Experience

Earlston High School

Scottish Borders

slide2

say

write

make

do

Building the Curriculum 5 Key Messages…

  • Learner engagementin assessment is crucial.
  • Teachers need to use many approachesto assessment.
  • Assessment should focus on breadth, challenge and

application.

  • Evidence of learners’ progress can be gathered across the four contexts for learning.
  • Professional dialogueis central to agreeing standards.
  • Assessments should be reliable, valid and proportionate.
slide3

The Learner

Planning together for learning, teaching and assessment

Principles and Practice

Experiences and Outcomes

Evaluate Learning

Collaborative approaches to evaluate the evidence of learning

Learning Intentions

Standards and expectations for planned learning

Success Criteria

Clear, relevant and measureable definitions of success.

Learners involved in creating them. In pupil language.

NAR Flowchart

Ensureevidence

reflectsLearning Intentions

Refer to ‘Using the NAR Flow Chart – Step by Step Instructions’ guidance notes

Assessment Approaches

Assess: Progress.

Assess: Breadth, challenge, application

Learning Experiences

Rich activities planned to take account of the Es and Os

and the design principles

Ensureassessment approaches are built on success criteria

Evidence

A range of appropriate evidence

Feedback and next steps should relate directly to success criteriaand consider progress, breadth, challenge and application

Professionalreflection should build upon moderation discussions

Feedback and Next Steps

Reporting on Progress

Reporting to learners, parents and others

slide5

S2 Prior Learning at Level 3

  • Area
  • 3D Shape
  • Nets
  • Volume
  • Weight
  • Capacity
slide6

Experiences and Outcomes

MTH 4-11b:Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems.

LIT 4-02a:When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking.

slide10

Learning Experience:

A collaborative learning experience where pupils

investigate possible containers for fruit juices in

500ml quantities, explore ways to make the most

efficient use of materials and present their findings

and conclusions.

slide11

Experiences and Outcomes

MTH 4-11b:Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems.

LIT 4-02a: When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking.

slide12

Learning Intention:

Through investigation, we are learning how to work together to solve a real-life problem involving surface area and volume.

slide13

Success Criteria:

  • I can use appropriate formulae to accurately
  • calculate the surface area of a cube/cuboid.
  • I can carry out the necessary calculations to
  • solve a real-life problem involving surface
  • area and volume.
  • I can be effective in a group discussion.
slide15

Success Criteria:

  • I can contribute relevantly to the discussion.
  • I can remain focused throughout the discussion.
  • I can engage with and encourage others by using
  • positive body language and eye contact.
  • I can discuss issues in a positive way even when I
  • disagree with comments made.
slide18

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Evidence of Learning

To Evaluate

slide19

make

do

write

slide21

say

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slide22

say

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slide25

write

Glow Blog

slide26

What Teachers Observed

From The Evidence

slide27

Evidence for Learner 3

  • Learner 3 Group Poster
  • Learner 3 Group Assessment Sheet for Poster
  • Learner 3 Peer-Assessment Sheet for Poster (1)
  • Learner 3 Peer-Assessment Sheet for Poster (2)
  • Learner 3 Teacher Review Sheet 1 (Poster)
  • Learner 3 Learning Log
  • Learner 3 Video (Questioning)
  • Learner 3 Teacher Review Sheet 2 (Questioning)
  • Learner 3 Literacy Evaluation
  • Learner 3 Glow Blog
  • Learner 3 Learning Log (Updated)
slide28

Evidence for Learner 2

  • Learner 2 Group Poster
  • Learner 2 Group Assessment Sheet for Poster
  • Learner 2 Peer-Assessment Sheet for Poster (1)
  • Learner 2 Peer-Assessment Sheet for Poster (2)
  • Learner 2 Teacher Review Sheet 1 (Poster)
  • Learner 2 Learning Log
  • Learner 2 Video (Questioning)
  • Learner 2 Teacher Review Sheet 2 (Questioning)
  • Learner 2 Literacy Evaluation
  • Learner 2 Glow Blog
  • Learner 2 Learning Log (Updated)
slide29

Evidence for Learner 1

  • Learner 1 Group Poster
  • Learner 1 Group Assessment Sheet for Poster
  • Learner 1 Peer-Assessment Sheet for Poster (1)
  • Learner 1 Peer-Assessment Sheet for Poster (2)
  • Learner 1 Teacher Review Sheet 1 (Poster)
  • Learner 1 Learning Log
  • Learner 1 Video (Questioning)
  • Learner 1 Teacher Review Sheet 2 (Questioning)
  • Learner 1 Literacy Evaluation
  • Learner 1 Glow Blog
  • Learner 1 Learning Log (Updated)
slide30

Moderation

  • Moderation took place at all stages
  • of the process and involved all staff.
  • By setting the standard, the Dept.
  • achieved a shared understanding
  • of the quality of the learners’ work.
slide33

Teacher Reflections

  • Differentiation
  • Methods of Assessment
  • Success Criteria
  • Weaknesses in Learners
  • Review Sheets
  • Teacher Review Sheet For Whole Class (Questioning)
  • Staff Evaluation
slide42

Contact Details

gmeikle@scotborders.gov.uk

khiggin@scotborders.gov.uk