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Introduction to: Assessing Pupil Progress (APP). What is APP? A structured approach to periodically assessing pupil progress throughout KS2 (and KS3)

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Presentation on theme: "Introduction to: Assessing Pupil Progress (APP). What is APP? A structured approach to periodically assessing pupil progress throughout KS2 (and KS3)"— Presentation transcript:

1 Introduction to: Assessing Pupil Progress (APP)

2 What is APP? A structured approach to periodically assessing pupil progress throughout KS2 (and KS3) A structured approach to periodically assessing pupil progress throughout KS2 (and KS3) A periodic review of work already done, not a new assessment event A periodic review of work already done, not a new assessment event Supports teacher ongoing assessment Supports teacher ongoing assessment Not statutory Not statutory

3 APP materials Assessment guidelines Standards files Flow charts for making level judgments Training standards files Short video clips

4 Assessment guideline - mathematics Child on L3/L4 borderline Make ‘best fit’ assessment against L3 and L4 criteria Make overall level judgement

5 Using the assessment guidelines – Assessment Focuses Assessment guidelines are made up of Assessment Focuses (AFs) which: help teachers recognise evidence in key elements of reading, writing and mathematics 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 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 Provide basis for discussing targets for improvement with pupils, parents and carers Allow progress ‘within’ a level to be seen Allow progress ‘within’ a level to be seen Offer an ‘intelligent’ version of a sub-level! Offer an ‘intelligent’ version of a sub-level! Provide detailed information for the next teacher / school Provide detailed information for the next teacher / school Reveal ‘gaps’ in curriculum and/or learning Reveal ‘gaps’ in curriculum and/or learning

6 Assessment Focuses are: the agreed national interpretation of the National Curriculum Level Descriptors linked to the 2006 Primary Framework (see next slide) the agreed national interpretation of the National Curriculum Level Descriptors linked to the 2006 Primary Framework (see next slide) designed to help teachers judge where pupils’ are in their learning and plan accordingly. designed to help teachers judge where pupils’ are in their learning and plan accordingly. tools for assessment, not learning objectives. tools for assessment, not learning objectives.

7 Using and applying mathematics Counting and understanding number Knowing and using number facts Understanding shape Measuring Handling data Calculating Ma1 Using and Applying mathematics Ma2 Number Ma3 Shape, space and measures Ma4 Handling data 2006 Primary Framework Strands National Curriculum attainment target APP AFs Problem solving Communicating Reasoning Numbers and the number system Fractions, decimals, percentages and ratio Operations and the relationships between them Mental methods Solving numerical problems Written and calculator methods Shape Position and movement Measures Processing and representing data Interpreting data BLOCKS A; B; C; D; E A; E B; E A; D; E B; D C C; D

8 Standards files Standards files are annotated examples of pupil’s work which include: a range of evidence a range of evidence teacher’s notes and summaries teacher’s notes and summaries next steps for the child next steps for the child completed assessment guidelines sheets completed assessment guidelines sheets There are standards files for pupils working at each of the National Curriculum levels.

9 Standards files are used to: standardise judgements, that is, to ensure that teachers’ judgements are in line with national standards before making assessments; provide a reference when assessing your own pupils; support moderation activity; clarify what it means to make progress; exemplify the APP approach.

10 Making a (sub) level judgement  To decide whether the level is ‘low’, ‘secure’, or ‘high’ think about what the child demonstrates in terms of:  How much of the level  How consistently  How independently  In what range of contexts NB. The terms ‘low’, ‘secure’ and ‘high’ broadly equate to ‘c’, ‘b’, and ‘a’ for the purposes of recording and tracking data.

11 Evidence To make a level judgement you will need: Evidence of pupil’s mathematics that shows most independence, e.g. from work in other subjects as well as in mathematics lessons Evidence of pupil’s mathematics that shows most independence, e.g. from work in other subjects as well as in mathematics lessons Other evidence about the pupil as a mathematician, e.g. notes on plans/marking, pupils own reflections, your own recollections of classroom interactions, oral answers given during mental starters…” Other evidence about the pupil as a mathematician, e.g. notes on plans/marking, pupils own reflections, your own recollections of classroom interactions, oral answers given during mental starters…”

12 The best evidence is: From work where children have been independent or spontaneous e.g. cross curricular. Was it the result of careful scaffolding? From work where children have been independent or spontaneous e.g. cross curricular. Was it the result of careful scaffolding? From work that has required the application of different skills – UAM investigative/problem solving or where children had a choice of method to use e.g. number line From work that has required the application of different skills – UAM investigative/problem solving or where children had a choice of method to use e.g. number line Gathered outside the context of ‘this week’s’ teaching (e.g. responses to marking comments) Gathered outside the context of ‘this week’s’ teaching (e.g. responses to marking comments) Can teachers talk about the evidence? Can teachers talk about the evidence? From activities which are fun and enjoyable e.g. children’s strategies and discussions when playing games. From activities which are fun and enjoyable e.g. children’s strategies and discussions when playing games.

13 The APP approach Collects together:  children's work  any other evidence  assessment guidance materials 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


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