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© Crown copyright 2008 Assessing Pupils Progress Spring 2009
© Crown copyright Aims To review the Assessing Pupils Progress (APP) processes and materials To review the national standards in ICT and the progression through the NC levels To consider how APP will work in their department
© Crown copyright Assessing Pupils Progress A structured approach to periodic assessment enabling teachers to: make secure judgments of attainment within national curriculum levels track pupils progress over a key stage or longer use diagnostic information about pupils strengths and weaknesses to improve teaching, learning and rates of pupils progress
© Crown copyright APP in the planning cycle Plan for progression from learning objectives (Secondary Framework and planning tool kit) Collect and feed back to pupils evidence of their progress during engaging day-to-day teaching and learning. (AfL) Make level-related assessment using APP criteria Adjust planning, teaching and learning (referring to secondary Framework) Review a range of evidence for periodic assessment (APP) [TERMLY] Plan for progression from learning objectives (Secondary Framework and planning tool kit)
© Crown copyright APP materials APP Handbook Standards File Standards Files Assessment Grid Assessment Guidelines APP Guidance In your Pack: Teachers Handbook Guidance for Senior Leaders Pupil A Pupil B Pupil C Assessment Guidelines A3 Summary
© Crown copyright AF1AF2AF3 Planning, developing and evaluating Handling data, sequencing instructions and modelling Finding, using and communicating information The Assessment Focuses
© Crown copyright … and finally Standards have not changed AFs are consistent with attainment target level descriptions Guidelines developed by QCA Best-fit model when using AFs Guidelines should be used in conjunction with the Standards Files Levelling should be done using a body of work rather than on a single task The Assessment Focuses
© Crown copyright 2008 The Standards Files Assessing Pupils Progress in ICT APP Handbook Standards File Standards Files Assessment Grid Assessment Guidelines APP Guidance Pupil A Pupil B Pupil C Pupil D Pupil E
© Crown copyright The Standards Files The Standards Files: –Exemplify national standards –Facilitate consistent and reliable judgements of a pupils level –Include: examples of pupils ongoing classroom work commentary on the evidence at assessment focus (AF) level; a teacher commentary that records both a profile of attainment across the AFs and a National Curriculum level for the attainment target (AT).
© Crown copyright 2008 The Standards Files The Standards Files are a reference point for teachers on the national standards, as applied to a context, designed to provide exemplification of work that has been levelled, using the assessment focuses. The Standards Files contain detailed annotation as they must stand alone for practitioners who are unfamiliar with the pupils and the context. The annotation is far more detailed than would be expected from a classroom teacher. The Standards Files are not suggested activities or new sample teaching units, although experienced teachers may recognise aspects of previous National Strategy resources.
© Crown copyright Why are there gaps in the evidence The pupil has yet to reach this aspect in the scheme of work. For example, the Standards file level 4 does not contain any evidence of sequencing instructions because the pupil has not yet been taught this aspect. Some evidence is ephemeral. Although it may be difficult to capture, it often provides a classroom teacher with a great deal of information about pupils understanding. For example, the evidence may include: –– pupil-annotated files –– recorded commentary –– pupil–teacher discussions –– peer-review and feedback –– oral presentations –– everyday manipulation of software, which indicates understanding of ICT techniques. Planning of the units of work has not provided opportunities for pupils to demonstrate their ICT capability.
© Crown copyright Making APP assessments Stage 1: Making Assessment Focus judgements Use the appropriate assessment guideline sheet to record criteria which have been met Stage 2: Making an overall level judgement Use the profile to judge the level and sub level Stage 3: Checking the overall level judgement Check, standardise and moderate the judgement against the Standards Files Teachers Handbook pp17/18 Assessment Guidelines booklet
© Crown copyright Sub-levels The overall level is the highest level at which all or most of the assessment criteria for each strand are highlighted. Sub-levels:Low Secure High Sub-levels reflect the professional nature of the judgements made by teachers considering a range of evidence over time
© Crown copyright Assessing Pupils Progress APP has the potential to enhance pupils progress by: increasing the consistency and reliability of teacher assessment; supporting teachers in aligning their judgements systematically with National Standards; linking day-to-day and periodic approaches to assessment; providing high-quality evidence to inform next steps in pupils learning and reporting on pupils progress; integrating assessment into planning for progression; providing a National Curriculum attainment target level when needed, from an informed, holistic evaluation of progress against APP assessment criteria.
© Crown copyright … and finally The removal of National Tests at KS3 exerts reverse pressure on accurate Teacher Assessments Schools may have to re-consider data capture, and why and for what purposes, in the light of widespread APP adoption
© Crown copyright The planning cycle and APP Unit of work planned by combining objectives from a number of strands from the Framework for Secondary ICT Unit designed to create engaging teaching and learning experiences Unit designed to generate assessment evidence related to Framework objectives Evidence of pupils learning and attainment is generated by their work and captured in teacher records Evidence of learning is evaluated using APP assessment criteria
© Crown copyright 2008 APP and the planning cycle The diagram locates the APP process into the planning process. They are not separate processes. Linking planning and APP ensures that suitable evidence for assessment will arise naturally from the activities. Planning starts with the learning objectives of the ICT framework to ensure that the full programme of study is covered. Activities are planned that are engaging for learners as well as producing appropriate evidence Section 2 of the handbook clarifies the distinction between the learning objectives of the Frameworks and the assessment guidelines of APP.
© Crown copyright Open-ended problem-solving ? Creating opportunities for progression How much scaffolding should we give pupils? When does scaffolding prevent pupils from making progress? Do the activities we give pupils offer enough opportunity for them to demonstrate higher levels? 100% scaffolding
© Crown copyright Open ended activities How might you change the activities that you give pupils to incorporate a more open ended approach? What would this look like in your schemes of work? How do you support pupils in open-ended problem solving activities?
© Crown copyright The APP process (1) Decide on outcomes to be assessed and generate evidence from day-to-day teaching (2) Review an appropriate range of evidence (3) Select the appropriate Assessment Guidelines sheet (4) Highlight assessment criteria for which there is evidence (5) When appropriate, use the developing profile of learning to decide upon a sub-level (6) Moderate assessments (7) Make any necessary adjustments to planning, teaching and intervention
© Crown copyright 2008 The APP Process How does this process differ, if at all, from your own current practice. Consider these questions: When in the academic year do you determine the level at which pupils are working? What are the school reporting arrangements? How do you currently secure robust teacher assessment?
© Crown copyright Approaches to implementation There is no single approach that will work well for all schools Consider the pattern of units, amount of discrete ICT, any setting/banding You will need to assess ALL pupils by the end of each year
© Crown copyright Integrating into current practice How will you: –Familiarise teachers with APP –Ensure appropriate evidence is generated –Determine which pupil outcomes to use –Ensure teachers assess reliably and securely against the AFs –Moderate judgements –Adjust planning, teaching and interventions
© Crown copyright Monitoring & Evaluation Are teachers making judgements based on good quality evidence? Are teacher judgements consistent and accurate? Are APP judgements being recorded effectively? Are teachers using APP assessments to inform their teaching? Are appropriate curricular targets being set? Are pupils aware of their strengths and weaknesses and what they need to improve? Are parents receiving detailed feedback on their childrens progress?
© Crown copyright Most schools are developing AfL as a whole-school priority. Many schools have implemented APP in English and/or Maths and will be reviewing their practice with the revised materials. Science and ICT APP materials are now available. Foundation subject APP materials will be available in Benefits: Refer to the APP guidance for Senior Leaders APP in a whole-school context
© Crown copyright Timeline and recommended actions Spring and Summer 2009 Senior Leaders support core subject leaders attendance at Subject Leader Development meetings Disseminate key messages and materials as part of departmental and whole school planning Access additional APP training and support from the local authority as appropriate Review progress in developing AfL and APP Autumn 2009 Develop a CPD plan through to 2011 to secure full scale implementation of APP as part of whole school development of AfL
© Crown copyright Key messages for SLT How will APP be presented as a whole-school issue? What is the impact of APP on school assessment policy? Do we have sufficient resources for training? How do we plan the time for planning, standardisation and moderation? Does our current tracking system provide the required flexibility for recording APP judgements? Do all teachers have access to the data? Do we need to review the school calendar and reporting cycle? How does this affect National Challenge or Gaining Ground schools?
© Crown copyright Key questions How will you introduce APP with the ICT teachers at your school? What will need to be in place to make it work effectively? What do you need to discuss with your senior leaders?
© Crown copyright Standardisation & Moderation Standardisation: Activity to train teachers in the standards prior to assessments being made Moderation: Activity to check for consistency and align standards after some assessments have been made
© Crown copyright 2008 Any Questions?
© Crown copyright 2008 Subject Leaders’ Development Meeting Spring 2009.
Session 4 Planning for Implementation of APP. 1 PROCESS Familiarisation with AFs & Standard files Practice in levelling Standard files using APP guidelines.
Primary Strategy Subject Leader Briefing June/July 2008 Leading on learning – making best use of Assessment for learning.
Assessing Pupils’ Progress (APP) in English Workshop: Introducing APP February
An overview of assessing pupils progress Nothing new?
© Crown copyright 2008 Slide 1 AfL with APP for progression at Key Stages 2 and 3 Alan Howe Senior Director National Strategies.
© Crown copyright 2008 Assessing pupils’ progress (APP) Science Shane Clark Science Adviser
Introduction to: Assessing Pupil Progress (APP). What is APP? A structured approach to periodically assessing pupil progress throughout KS2 (and KS3)
Leading on learning – making best use of assessment for learning. Headteachers & Senior Leaders CPD Day 2 Session 2.
ENGLISH APP TRAINING Cohort 3 NOVEMBER AIMS To be familiar with the APP materials and how they link together To develop understanding of the APP.
Dr Sue Horner Head of Standards and Assessment Policy Qualifications and Curriculum Authority UCET, November 2008 A new conversation about assessment.
Key Stage 3 National Strategy Departmental evaluation and forward planning for Key Stage 3 science.
Managing the Statutory Requirements for Assessment April 2011.
Jan Dubiel QCA Curriculum Using the P Scales Conference Reading 24 th March 2009 Assessing Pupils Progress.
Assessment for learning and e- assessment Jon Williamson, Managing Director i-nfer assessment ltd Dr Marian Sainsbury, Deputy Head of Assessment NFER.
1 Science Subject Leader Training Preparing new and aspiring Subject Leaders for the role. East Riding/North Yorkshire LAs.
0 Session 3 The APP Process for Reading and Writing.
Key Stage 3 National Strategy Standards and assessment: session 3.
1. 2 Using the post it notes on your table… … please note the sources of evidence you currently use for making a level judgement about pupils’ attainment.
Primary Strategy Subject Leader Briefing April / May 2008 Leading on learning – making best use of Assessment for learning.
1 Assessing Pupils’ Progress (APP). Objectives To have an overview of the APP approach. Consider the model and become familiar with process of arriving.
0 Subject Leader Day - Spring Agenda 09:15 – 10:30 Introduction to APP Using the APP materials for writing 10:30 – 10:45 Break 10:45 – 12:00Using.
Mathematics Subject Leader Network Meeting Autumn 2013.
0 Area Network Day - Summer Agenda 09:15 – 10:30 Assessing Pupil Progress 10:30 – 10:45 Break 10:45 – 12:00Raising Standards in Reading using.
© Crown copyright 2008 Subject Leaders’ Development Meeting Mathematics Spring Term 2009 Session 1: APP and AfL.
Getting to know the materials: Using the P scales Ann Fergusson University of Northampton.
© Crown copyright 2006 Assessing pupils’ progress in mathematics.
Key Stage 3 National Strategy Standards and assessment: session 1.
Using APP to Raise Standards in Writing. Summer 2009.
Primary Strategy Literacy Subject Leader Meeting Session 4 March 2009 Leading on learning – making best use of Assessment for learning in Literacy.
Assessing Pupils’ Progress APP for Writing. APP – the benefits APP is a structured approach to in-school assessment which: Enables teachers to make judgements.
Assessment, Standardisation and Moderation Ensuring consistency in teacher assessment 2015 – 2016
The APP approach to teacher assessment. Standing back Public view Close up Day- to-day PeriodicTransitional APP.
1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training English K-6 Syllabus Using the syllabus for consistency of assessment.
© Crown copyright DWO-EN-14 Early reading CPD day 2.
Components of Good Planning KS2. Flexibility in Planning “ One of the overall aims of the revised curriculum is to reduce prescription and to give control.
Advancing teaching: inspiring able learners every day Meeting the Challenge 14 th November 2012.
The effective use of tests and tasks to support teacher assessment in Y2 4 th February 2014 Karen Samples.
A New School System A Guide for Parents and Carers.
A Curriculum for the future The new Secondary Curriculum.
EU Presidency Conference Effective policies for the development of competencies of youth in Europe Warsaw, November 2011 Improving basic skills in.
Managing Assessment Change February/March 2008 Leading Learning.
Welcome to the Autumn Term Primary Science Subject Leader meeting September 2013 Please help yourself to a drink. We will start at 9.15a.m.
Curriculum and Assessment in Northern Ireland. Background Foundation Stage Years Ages Key Stage 1Years 3 – 4Ages 7 – 8 Key Stage 2Years 5.
Helmingham Community Primary School Assessment Information Evening 10 February 2016.
Peter Flew17 th May 2014 “How will the new Primary Curriculum affect my school?” and other deliciously difficult questions…
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