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Assessing without levels through Learning Ladders West Exe Technology College Assessment Innovation Fund.

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Presentation on theme: "Assessing without levels through Learning Ladders West Exe Technology College Assessment Innovation Fund."— Presentation transcript:

1 Assessing without levels through Learning Ladders West Exe Technology College Assessment Innovation Fund

2 Our position Newly formed Exeter Learning Trust (Jan 14) Learning ladders used increasingly by our partner schools, key stages and subject areas Our vision – consistent and joint approach to assessment Common language for all to understand

3 We hope you find this useful This presentation gives an overview of how our learning ladder system works Exemplar material and templates are also available to download A full pack of exemplar materials across key stages 1 to 4 ready for September 2014

4 Assessment for Progress We are establishing a framework for and beyond to ensure that assessment genuinely supports progressive learning in all subjects PROGRESSPROGRESS

5 Changes to our assessment format and framework are not about reinventing the wheel… …they are about making the wheel turn more smoothly and effectively. Our philosophy

6 Why is a change in the assessment process needed? To ensure that assessment is consistently delivered across all and within subjects in a common format and framework To ensure that assessment is based upon whole- school and subject-specific criteria To ensure that assessment feeds directly into the school’s tracking system and that additional support is given to the correct pupils To best support pupils’ progress, “enabling them to understand how well they are doing and what they need to do to improve.” (OFSTED)

7 How the format & framework changed for West Exe Streamlining: 9 modular assessments to be replaced by 6 assessments per-year (ie. 1 formally recorded assessment per half-term) “Fewer assessments = More progress”

8 How the format & framework changed for West Exe Grading: Use of Bloom’s Revised Taxonomy to provide a coherent whole-school language / framework for assessment KS3 levels to be ‘replaced’ by West Exe levels (designed and agreed by subject teams) which incorporate Bloom’s language GCSE grade descriptors to incorporate Bloom’s language

9 Bloom’s Revised Taxonomy

10 assess, justify, prioritise, judge, decide, choose, recommend plan, invent, design, develop, construct, compose explain, compare, discuss, predict, outline, adapt compare, contrast, examine, investigate, categorise, classify, sort use, complete, examine, illustrate, solve, apply identify, name, describe, find, list, recall Bloom’s Revised Taxonomy Bloom’s action words Progressive

11 ‘Learning for progress’ overview ladder produced for each subject area (1x A4 page for each key stage) Use a common hierarchy of thinking skills based on Bloom’s Revised Taxonomy and Bloom’s action words Planning Individual ‘Learning for progress’ ladders Individual lessons* (as success criteria) Summative (end of topic) assessments* Interim formative assessments* Periodic reviews of learning* *choose which individual ladder(s) to use depending on factors such as ability, topic, prior learning, position in module and adapt as necessary Creating Evaluating Analysing Applying Understanding Remembering Plan, invent, design, develop, construct, compose Assess, justify, prioritise, judge, decide, choose, recommend Compare, contrast, examine, investigate, categorise, classify, sort Use, complete, examine, illustrate, solve, apply Explain, compare, discuss, predict, outline, adapt Identify, name, describe, find, list, recall Identify assessment common elements eg. numeracy, literacy, language, cross-curricular Constructing ladders

12 ‘Learning for Progress’ Subject Overviews* progressive One for each key stage Common hierarchy of thinking skills based on Bloom’s Revised Taxonomy Bloom’s action words Each ladder step descriptor has been adapted from legacy key stage level descriptors and GCSE grade descriptors *Exemplar copies and templates available to download as editable files Key linked to subject specific concepts and processes within each ladder step

13 ‘Learning for Progress’ Individual Ladders* One for each assessment Clarity of what is being assessed Bloom’s action words Opportunities for self/peer/teacher reflection progressive *Exemplar copies and templates available to download as editable files Concrete description of what a pupil is expected to know and be able to do with exemplification Steps on ladder ticked when met Pupils make corrections & improvements in green pen to the work produced

14 How a learning ladder works Teacher constructs learning ladder in planning stage ensuring steps are: objective driven short discrete qualitative progressively challenging concrete description of what a pupil is expected to know and be able to do Teacher & pupils use ladders as a basis for: differentiated success criteria interim formative assessments periodic reviews of learning summative assessments Pupils choose the steps to focus on Pupils identify current snapshot of progress (via self review, peer assessment, cooperative learning or teacher led) Pupils refer to higher steps of the ladder to identify next steps for progression (via self review, peer assessment, cooperative learning or teacher led) Opportunities to share snapshot with parents/carers through reporting, subject evenings, , text, online reporting, school website Parents/carers know next steps & therefore how to support progress

15 Ladder steps Every step is objective driven by curriculum content Each being a short, discrete, qualitative and concrete description of what a pupil is expected to know and be able to do Allows the teacher to gather an accurate snapshot of pupil ability at each point of assessment

16 Green pen initiative Using a green pen, pupils encouraged to reflect on their work Pupils engage in an ongoing dialogue with peers and teacher on how to further improve work and make progress Green allows easy identification of reflections

17 Flexibility is the key Ladders can be used for: – Individual lessons (as success criteria) – Interim formative assessments – Period reviews of learning – Summative (end of topic) assessments Embedded in the curriculum: – Teachers can modify lessons and future ladders according to progress made by pupils Can specifically focus on one aspect/step with issues addressed by the whole class or individually

18 Inclusive Each ladder should offer the full range of steps to cater for the ability range of the group taught in the particular class Each step – fair but deliberately ambitious to maximise potential of all abilities

19 Quality control Accuracy of assessment judgements are moderated by experienced professionals across the learning community Ensures consistency of approach

20 Ladder checklist Is each ladder vertically arranged? Does each step offer a short, discrete, qualitative and concrete description of what a pupil is expected to know and be able to do? Does each step become progressively more challenging?

21 How to take forward a whole school approach 1. Agreement Agree assessment strategy at senior leadership & governor level 2. Consultation Consult middle leaders and learning leaders (pupils) 3. Develop through best practice Establish assessment working party to explore what is right for your school 4. Introduce the concept whole school Introduce new assessment model as an overarching concept 5. Adopt & adapt Allow individual departments to take ownership and encourage creativity and individual approaches using a common language & framework

22 We hope you found this useful Exemplar material and templates are also available to download A full pack of exemplar materials across key stages 1 to 4 ready for September 2014

23 Useful links Bloom’s Taxonomy overview 14 brilliant Bloom’s Taxonomy posters Report of the NAHT Commission on Assessment


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