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Assessment Focus Group Wednesday 16 th July 2014.

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Presentation on theme: "Assessment Focus Group Wednesday 16 th July 2014."— Presentation transcript:

1 Assessment Focus Group Wednesday 16 th July 2014

2 Key points to cover Introduction and welcome Our aims for today Brainstorm Current methods for tracking and analysis Demonstration Open discussion

3 Why we are here To identify what you would like to record / analyse To identify what is most important to you To discuss your adopted assessment frameworks To identify what you need from the assessments module To help shape the assessment module to suit your needs

4 What we are not here for To dissect the primary curriculum 2014 To advise on the primary curriculum To create a primary curriculum framework To talk at you for the next 2 hours, participation and feedback is key!

5 I need a system that… Brainstorm (post it) e.g. – Progress – Attainment – Value added – APS – 3 E’s – Statements etc…

6 Early Years Foundation Stage From Birth Tracking from Birth to Key Stage 2 in one system Innovate You create the systems and we create the software Best Fit Unique Best Fit algorithm helping you plan

7 Tailored Specifically tailored for Primary and Nursery Flexible Create any assessment framework Time Save time and money enter data once, use many times Assessments

8 Question Identify low scoring questions Categorise Identify low scoring categories Time Calculate levels and Standardised score Question Level

9 Bespoke Create your own statements Filter Track specific groups of pupils Points Use your own point system Statements of Achievement

10 Alison Peacock DBE, Headteacher, The Wroxham School (ofsted outstanding) We have not talked to children and parents about ‘levels’ for the last ten years. They are not given targets or grades but there is a strong focus on formative feedback. Evidenced in the manner in which each child can talk about his learning and next steps for improvement. End-of-year reports are written by the children from year one to year six and form an electronic dialogue with the teaching team. We have kept data tracking sheets as a management resource purely as a means of ensuring that no child slips through the net (and to provide a record for Ofsted when they inspect).

11 Kerry Sternstein, Deputy Headteacher, The Shaftesbury School (ofsted outstanding) We are a specialist school for pastoral care, a national support school and have been consistently outstanding in the last two Ofsted inspections Pupils’ achievement and progress is monitored by continuous setting and reviewing of targets – 22 NAHT targets not determined to level or judge, but to guide and reinforce. Pupils and staff together decide whether they have met the target (green), are still working on the targets (amber) or have not met it (red). Academic targets are based on descriptors and ‘I can’ statements, not on NC levels, although they are relevant to them.

12 Dr Reena Keeble DBE Cannon Lane Primary School (oftsed outstanding) It had been obvious to us that a 2A in one school was not the same in another school, so we welcomed the opportunity to develop something We broke down the expectations for pupils in English and maths into statements. For example There were 13 statements in English for Reception. Year 1 statements began with statement 14; so if a Reception child had achieved 16 statements in writing it was easy to see he/she was working to Year 1 expectations. The results were recorded on a simple spreadsheet and RAG (red, amber, green) rated.

13 All change (again)?

14 A demonstration of what you can achieve now!

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