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0 Area Network Day - Summer 2008. 1 Agenda 09:15 – 10:30 Assessing Pupil Progress 10:30 – 10:45 Break 10:45 – 12:00Raising Standards in Reading using.

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Presentation on theme: "0 Area Network Day - Summer 2008. 1 Agenda 09:15 – 10:30 Assessing Pupil Progress 10:30 – 10:45 Break 10:45 – 12:00Raising Standards in Reading using."— Presentation transcript:

1 0 Area Network Day - Summer 2008

2 1 Agenda 09:15 – 10:30 Assessing Pupil Progress 10:30 – 10:45 Break 10:45 – 12:00Raising Standards in Reading using APP 12:00 – 13:00Lunch 13:00 – 14:15APP and Mathematics 14:15 – 14:30Break 14:30 – 15:45Schools Library Service, Updates & Networking

3 2 Aims: To consider how the process of Assessing Pupil Progress can impact on raising standards

4 3 Objectives To have an understanding of the APP process To consider the impact of APP on school assessment procedures To consider key issues relating to the implementation of APP To consider implications and ways forward for your school

5 4 What is APP? Assessing Pupils’ Progress is a tool to assess progress periodically against National Curriculum levels The APP approach places a much greater emphasis on teachers’ ongoing knowledge of pupils’ progress in reading, writing and mathematics

6 5 Background QCA has been working with the National Strategies for several years to develop materials to strengthen teachers’ ongoing and periodic judgements Materials for KS3 are already available. KS2 materials have been available since January 2008. KS1 materials are being piloted this year.

7 6 Issues in Assessment High stakes tests - results published and used to evaluate school effectiveness Pressure on Y2 and Y6 teachers Inconsistencies in ongoing assessment and moderation Shift towards value-added measures has focused attention on monitoring progress over time but quality of underlying judgements is variable

8 7 NOW Assessment expertise external to classroom and school systems Separation of day-to-day assessment from national standards Assessments seen as reliable because external to the school Progress is articulated through numbers (4, a/b/c, 5) 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 High value assessments at the end of stages, not useful for individual progress Some features of the current system

9 8 Teacher and pupil perspectives NOW Teacher/pupil We do a lot of practising for the tests Some of us are better at tests, some of us can’t show our best in them We do other activities like drama and d&t when we have done our work for the tests My family always wants to know what level I’m at, not what I’m good at I raise test scores by training pupils thoroughly for them I try to ‘second guess’ what will be in the tests The test scores of my pupils affect my performance management judgements We have to give levels to pupils once a term, whether they’ve progressed or not The test scores do not always reflect what I know of pupils’ performance

10 9 Discussion What is the current picture relating to assessment in your school? oAre there issues in the quality of judgements? oHow is assessment moderated? oHow is time for assessment managed?

11 10 Assessment – Ways of looking Standing back Public view Close up Day- to-day Periodic Transitional

12 11 Ways of Looking – Standing Back creates a profile of attainment against national standards highlights patterns of performance, revealing strengths and areas for development adjusts medium-term planning and pedagogy tracks progress makes connections across learning contexts promotes broad curriculum coverage

13 12 The APP Model 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 renewed primary frameworks  is based on assessment focuses that underpin national curriculum assessment

14 13 Example assessment guideline - mathematics

15 14 APP materials APP Handbook Assessment Guidelines sheets - assessment criteria based on level descriptions and Assessment Focuses Standards Files - annotated samples of pupils’ work which provide nationally agreed reference points for teachers

16 Assessment

17 Assessing Pupil Progress

18 APP guidelines

19 Handbook APP guidelines

20 Assessment Guidelines for Reading, Writing and Mathematics

21 Standards Files


23 22 Impact of APP on Teaching and Learning

24 23 The APP Process Teachers select a sample of pupils Each term, they review the full range of 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)

25 24 Key Points The APP materials should be used with a sample group of pupils who are representative of the whole class. (6 pupils suggested) There is no expectation that a separate portfolio of work should be created as evidence – work in pupils’ books and folders is sufficient. There is no expectation that this should be done more than once a term.

26 25 Emerging Issues Difficulty of identifying evidence for reading in literacy and using and applying in mathematics The need for planned independent and guided work The process is initially time-consuming Sample of pupils provides clear benchmarks for whole class Pressure to complete guidelines for all pupils

27 26 Emerging Issues What constitutes acceptable evidence Setting may make it harder to gather evidence from other areas of the curriculum. The need to link back from assessment outcomes to Framework learning objectives Senior leadership involvement in standardisation and moderation essential The need for a planned approach to implementation and staff training opportunities

28 27 Key benefits Assessment focuses help teachers recognise evidence in key elements of reading, writing and mathematics Allows progress ‘within’ a level to be seen Provides detailed information for the next teacher / school Can reveal ‘gaps’ in curriculum and/or learning Develops shared understanding of national standards

29 28 Implications What are the key issues for you in implementing the use of APP in your school? How would implementation be managed? phased approach, standardisation, staff training How would moderation be addressed within school? Is your school ready to take on APP?

30 29 Birmingham Action Research Networks Raising Boys Achievement through Visual Literacy Visual Literacy and Bollywood Film Teachers as Readers Writing on Screen Close Encounters – Experiential Literacy EAL and Mathematics Assessment for Learning Moving Forward Investors in Excellence

31 30 Birmingham Action Research Networks Provision for Gifted and Talented Problem Solving as a Key Aspect of Learning Personalised Teaching and Learning ICT as a Learning Tool Using Sound Technologies to raise Attainment Raising Standards in Mathematics using ICT Film Creation across the Curriculum Recruiting for September 2008 For further information please contact

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