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Primary Strategy Subject Leader Briefing. Leading on learning – making best use of Assessment for learning. April / May 2008. Aims. To provide an opportunity to update Subject Leaders about developments in the Primary Strategy linked to developments in assessment for learning

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primary strategy subject leader briefing

Primary Strategy Subject Leader Briefing

Leading on learning – making best use of Assessment for learning

April / May 2008

slide2
Aims
  • To provide an opportunity to update Subject Leaders about developments in the Primary Strategy linked to developments in assessment for learning
  • To begin to plan for the implementation of APP (Assessing Pupil Progress)
strengthening the place of assessment
Strengthening the place of assessment
  • Focusing in a structured way on each child’s learning
  • Support and challenge tailored to need
  • Greater levels of engagement with learning
  • Accelerated rates of progress for all, and especially those at risk of underachievement
  • Strengthening the link between learning and teaching by engaging children and parents
  • Clarifying the learning journey for all
the assessment area on the primary framework
The assessment area on the Primary Framework
  • Developing Assessment for learning
  • Assessing Pupils’ Progress
  • Standards Files
current issues in assessment
Current issues in assessment
  • Over-emphasis on testing
  • High stakes assessments - results published and used to evaluate school effectiveness
  • Significant accountability and assessment pressure on Y2 and Y6 teachers
  • Limited amount of investment in ongoing assessment and moderation beyond KS1
  • Shift towards value-added measures has focused attention on monitoring progress over time, highly dependent on accurate and reliable judgements against national standards defined in level descriptions
slide8

National standards communicated through test scores

Teachers reliant on short tests for evidence of achievement

Dominant assessment techniques are specific events rather than part of daily teaching and learning

NOW

Progress is articulated through numbers (4, a/b/c, 5)

High value assessments at theend of stages, not useful for individual progress

Assessments seenas reliable because external to the school

Assessment expertise external to classroom and school systems

Separation of day-to-day assessment from national standards

Some features of the current system

teacher and pupil perspectives

We do a lot of practising for the tests

The test scores of my pupils affect my performance management judgements

NOW

Teacher/pupil

We do other activities like drama and d&t when we have done our workfor the tests

I try to ‘second guess’ what will be in the tests

I raise test scores by training pupils thoroughly for them

Some of us are better at tests, some of us can’t show our best in them

The test scores do not always reflect what I know of pupils’ performance

My family always wants to know what level I’m at, not what I’m good at

We have to give levels to pupils once a term, whether they’ve progressed or not

Teacher and pupil perspectives
slide10

Ways of looking : key features

Assessment for learning

Peer- and self-assessment

Pupil engagement and immediate feedback

Day-to-day

Broader view of progress for teacher and learner

Use of national standards in the classroom

Improvements to curriculum planning

Periodic

Formal recognition of achievement

Reported to parents/carers and next teacher/school

May use tests / tasks from national sources

Transitional

app background
APP Background
  • Started in 2003 as a two-year QCA and SNS research and development project funded by DfES on teacher assessment in KS3 English
  • KS3 mathematics followed one year later. Materials for both English and mathematics are now on SNS website
  • KS2 work developed from the 2005-6 Y5 English pilot focused on level 3&4
  • 2006-7 pilot (Monitoring Children’s Progress) across KS2 in over 100 schools leading to final version on PNS website in January 2008
  • Currently being used as part of the Making Good Progress (MGP) pilot
the app model
The APP model

This is a model of assessment that:

  • draws on formative approaches and is diagnostic
  • is periodic and keyed to national standards
  • integrates assessment into teaching and learning
  • enhances classroom practice and encourages a broadly based curriculum
  • is embedded in the Primary Framework
  • is based on assessment focuses that underpin National Curriculum assessment
app is based on four key principles
APP is based on four key principles
  • Assessment is integral to effective teaching and learning
  • Assessment systems must be fit for purpose
  • National standards are an entitlement for learners, teachers and schools
  • National standards are integral to national expectations of education
the app process and toolkit
The APP process and toolkit
  • Collects together:
  • children's work
  • any other evidence
  • assessment guidance materials
  • Standards Files

Identify borderline for attainment target

Look through the work for each AF until confident with the criteria that are ‘best fit’

Highlight applicable AF criteria and tick the level-related box for each

Make an overall level judgement

level 4 description for ma2
Level 4 description for Ma2

Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. In solving number problems, pupils use a range of mental methods of computation …………………………………………………………………………………………………………………..begin to use simple formulae expressed in words. Pupils use and interpret coordinates in the first quadrant .

slide16

6 assessment focuses

Framework

strands

Assessment

focuses

slide17

Child on Level 3/4 borderline

Make ‘best fit’ assessment against

Level 3 and Level 4 criteria

Make overall level judgement

level descriptions to assessment guidelines
Level Descriptions to Assessment Guidelines

Reading level 3

‘Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and information’

Reading level 4

‘In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information’

slide21

a

a

a

a

a

a

a

outline of the app process
Outline of the APP process
  • Teachers select a sample of pupils
  • Each term, they review the full range of available evidence (written, spoken and observed) for each assessment focus
  • They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet
  • Annotated examples of pupils’ work provide reference points for teachers (standards files)
chas points to consider
Chas – Points to Consider
  • How does the evidence contribute to the completed assessment guidelines?
  • Does this reflect your current understanding of what a ‘low’ level 5 looks like?
  • How well does this help you to identify strengths and weaknesses?
  • What are the gaps in learning and what does this child need to learn next?
  • Comment on the quality and range of evidence.
for trevor consider the following
For Trevor consider the following:
  • The quality and range of evidence gathered
  • Strengths and weaknesses
  • Next steps in learning
implications for teaching and learning
Implications for teaching and learning
  • A broad, rich reading curriculum needs to be in place across the school, including access to high quality texts.
  • Guided reading and individual reading records provide a good basis for monitoring progress.
  • Reading journals are useful in developing an evidence base.
  • Reading should happen across the curriculum.
level 4 description for ma228
Level 4 description for Ma2

Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. In solving number problems, pupils use a range of mental methods of computation …………………………………………………………………………………………………………………..begin to use simple formulae expressed in words. Pupils use and interpret coordinates in the first quadrant .

slide29

6 assessment focuses

Framework

strands

Assessment

focuses

slide30

Child on Level 3/4 borderline

Make ‘best fit’ assessment against

Level 3 and Level 4 criteria

Make overall level judgement

kate points to consider
Kate – Points to Consider
  • How does the evidence contribute to the completed assessment guidelines?
  • Does this reflect your current understanding of what a ‘secure’ level 4 looks like?
  • How well does this help you to identify strengths and weaknesses?
  • What are the gaps in learning and what does this child need to learn next?
  • Comment on the quality and range of evidence.
for john consider the following
For John consider the following:
  • Quality and range of evidence
  • Identify his strengths and weaknesses
  • Next steps in learning
implications for teaching and learning34
Implications for teaching and learning
  • A broad, rich mathematics curriculum needs to be in place across the school, including many opportunities for using and applying.
  • Guided mathematics sessions provide a good basis for monitoring progress.
  • Mathematics should happen across the curriculum.
using the assessment guidelines
Using the assessment guidelines
  • Assessment foci help teachers recognise evidence in key elements of reading, writing and mathematics
  • Enable teachers to see a pupil’s ‘profile’ of attainment and to share this
  • Provide basis for discussing targets for improvement with pupils, parents and carers
  • Allow progress ‘within’ a level to be seen
  • Offer an ‘intelligent’ version of a sub-level!
  • Provide detailed information for the next teacher / school
  • Reveal ‘gaps’ in curriculum and/or learning
key messages from the pilot
Key messages from the pilot

Benefits

  • Improved understanding NC levels
  • Assessments made using a wider range of evidence
  • More ownership of responsibility for standards and pupils’ progress among teachers
  • Integration of assessment with planning for teaching and learning
  • Finding evidence becoming an integral part of everyday classroom activity
  • APP is itself a CPD activity.
lessons learned factors that make app effective
Lessons learned – factors that make APP effective
  • involvement of senior leadership
  • time
  • planning for change and starting small
  • tracking is only as good as the teacher assessment that informs it
  • moderation
  • support from the LA
  • APP is a process …. not a ‘tick list’
planning for using app in your school
Planning for using APP in your school
  • What are the implications for practice in your school?
  • What will be the starting points?
slide40

I understand national standards in detail

I recognise learning and achievement inthe classroom

A POSSIBLE

FUTURE

Personalised

My teacher gives me feedback which helps me progress day by day

I know my pupils’ strengths and needs

I do different tasksto show what I can do

I build my knowledge of my pupils into my planning and teaching

I know how I am progressing and what to focus on next…

My pupils make faster progress than they used to

… and my family knows it so they help me too

I am supported bymy school systems and by assessment experts

When I move class my new teacher understands where I am and what I need to do next

I know that my colleagues share the same expectations

next steps
Next steps
  • Consider CPD provision
  • Central training for Subject Leaders
  • Audit current practice
  • Plan for using APP in your school
  • Further training for all schools in the future
slide42
Aims
  • To provide an opportunity to update Subject Leaders about developments in the Primary Strategy linked to developments in assessment for learning
  • To begin to plan for the implementation of APP (Assessing Pupil Progress)