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© Crown copyright 2008 Assessing pupils’ progress (APP) Science Shane Clark Science Adviser

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Presentation on theme: "© Crown copyright 2008 Assessing pupils’ progress (APP) Science Shane Clark Science Adviser"— Presentation transcript:

1 © Crown copyright 2008 Assessing pupils’ progress (APP) Science Shane Clark Science Adviser

2 © Crown copyright 2008 Objectives To: explore how APP can support the assessment policy within a science department; consider how APP can be introduced and developed within science departments.

3 © Crown copyright 2008 Common Focus for core subjects and ICT to: Develop secure periodic assessment and pupil tracking using APP and to strengthen assessment for learning. Support schools to strengthen periodic assessment using the Framework and building a trajectory towards two levels of progress in Key Stage 3.

4 © Crown copyright 2008 APP in science – the pilot Involved 8 LAs and 39 schools. Materials were trialled in schools over three terms. Standards Files material was gathered from these schools. Materials have changed over the course of the pilot.

5 © Crown copyright 2008 APP is… based on nationally-recognised assessment guidelines which are supported by Standards Files; a process whereby teachers can feel more confident about assigning levels to pupils; a process that supports progression in learning; a process that supports assessment for learning practice.

6 © Crown copyright 2008 Assessment: ways of looking Close upStanding backPublic view GEORGE BERNARD / SCIENCE PHOTO LIBRARY DAN SAMS / SCIENCE PHOTO LIBRARY TONY CRADDOCK / SCIENCE PHOTO LIBRARY

7 © Crown copyright 2008 Standing back (APP) Public view (External exams) Close up (AfL) Day-to- day Periodic Transitional TONY CRADDOCK / SCIENCE PHOTO LIBRARY DAN SAMS / SCIENCE PHOTO LIBRARY GEORGE BERNARD / SCIENCE PHOTO LIBRARY

8 © Crown copyright 2008 Day-to- day Periodic Transitional Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use moderated and validated tests/tasks Key features

9 © Crown copyright 2008 Task 1: In pairs or threes: On each posit write a type of classroom activity that you might include in your teaching over a term. Which of these activities do you currently use to assess pupils’ learning? For each of these activities – how have you ‘assessed’ it?

10 © Crown copyright 2008 How does this fit in with day-to-day assessment Periodic assessment transitional assessment

11 © Crown copyright 2008 Teacher Guide Standards files Assessment guidelines SLT Guide APP materials

12 © Crown copyright 2008 The Standards Files The Standards Files are exemplifications of national standards. These will help you reach consistent and reliable judgement about national curriculum levels in science. They are described in the appendix of the handbook.

13 © Crown copyright 2008

14 AF1 Thinking scientifically AF2 Understanding the applications and implications of science AF3 Communicating and collaborating in science AF4 Using investigative approaches AF5 Working critically with evidence AF1.1 Using models for and in explanations AF2.1 Effect of societal norms (political, social, cultural, economic) on science AF3.1 Using appropriate presentation skills to enhance communication of scientific findings and arguments AF4.1 To effectively plan appropriate scientific investigations. AF5.1 Evaluation of the planning and implementation of scientific investigations. AF1.2 Weighing up evidence to construct arguments and explanations AF2.2 Creative use of scientific ideas to bring about technological developments AF3.2 Explaining ideas and evidence using appropriate conventions, terminology and symbols AF4.2 To identify and manipulate variables within the context of an investigation AF5.2 Consideration of errors and anomalies (from L5) AF1.3 The process of development of scientific ideas including the role of the scientific community in their development. AF2.3 Implications, benefits and drawback of scientific and technological development of society and the environment AF3.3 Presenting a range of views judging any possible misrepresentation AF4.3 To support the gathering of evidence through collection of precise and reliable data AF5.3 Processing and analysing data to support the evaluation process and draw conclusions. AF1.4 Provisional nature of scientific evidence AF2.4 Identification of how scientists use science in their work AF3.4 Scientists communicating worldwide using conventions AF4.4 To be aware of the risks associated with the investigative process AF5.4 Explanation and evaluation of evidence to support the scientific process Linking HSW and APP

15 © Crown copyright 2008 APP is not: to replace all other forms of assessment; independent of other assessment processes; a portfolio per pupil; a test completed at regular intervals.

16 © Crown copyright 2008 Which AF could be assessed by these activities? –Doing a practical –Collecting first-hand data –Taking a table of results and deciding how to represent the data –Making a model of a cell –Using the idea of particles to explain how gases diffuse –Dialogue with each other or the teacher Slide 3.7

17 © Crown copyright 2008 Examples of products Which approaches do you use?

18 © Crown copyright 2008 Task 2: making an assessment Consider the selection of evidence for pupil V. Use the grid provided to make a judgement of where the student is What does the teacher need to do to ensure further progression? Pupil V video

19 © Crown copyright 2008 Feedback from pilot schools The Royal Grammar School Chesham High Sir William Ramsay Mandeville

20 © Crown copyright 2008 Positive Points Use existing activities for assessment Allowed for creative T+L Open ended tasks Contemporary ideas Challenged more able Allows assessment up to level 8 and EP

21 © Crown copyright 2008 Positive points continued Built on current AfL practice Integrates professional judgement Improves understanding of levels for teachers and pupils Highlights gaps in SoW Curricular targets

22 © Crown copyright 2008 Challenges CPD as a whole department Low ability pupils need more structure for open ended tasks Some Badger tasks questionable More difficult in schools with separate sciences Recording process

23 © Crown copyright 2008 Task 3: Planning and implementing APP in your department What are you going to do now? How are you going to introduce this process into your science department? Which teachers and which groups? What actions? How will you evaluate the practice and impact?

24 © Crown copyright 2008 Future support School networks – to support APP developments Central training – 3, ½ days –introducing APP –Moving on in APP –Moderation of APP Consultant support

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