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Evidence Gathering. Process Es&Os Learning Intentions Success Criteria o used to focus observations o used to evaluate the learning o used to inform self.

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Presentation on theme: "Evidence Gathering. Process Es&Os Learning Intentions Success Criteria o used to focus observations o used to evaluate the learning o used to inform self."— Presentation transcript:

1 Evidence Gathering

2 Process Es&Os Learning Intentions Success Criteria o used to focus observations o used to evaluate the learning o used to inform self & peer assessment evidence that supports learning & teaching

3 Accessing the NAR materials Internet search uk uk Select from – Local authority school & nurseries via Glow or Independent Schools & Colleges via SQA Glow /SQA details Browse assessment exemplars If already in Glow, go to National site area and click on NAR banner

4 Advance search Feedback Parental involvement Learning logs Learning journals Peer evaluation Self evaluation Thinking skills Skimming and scanning Reporting to parents...

5 NAR

6

7 saywritemakedo Assessment evidence may come from things pupils in response to their learning experiences.

8 video clips audio clips transcript diaries reports PowerPoint presentations notes posters observations photographs drawings models checklists highlighting cartoons storyboards... saywritemakedo Possibilities!

9 Health and wellbeing & Science SC: Through research pupils are able to describe the short/long term harmful effects of alcohol on the body and so how best to prevent them Trash & Treasure activity + commentary say

10 Literacy & Social subjects SC: I can create the front page of a newspaper by utilising the key features of a front page: columns, headlines, sub headings, pictures photograph & report write

11 poster & peer assessment activity Health and wellbeing & Science SC: Chambers correctly identified. Direction of blood flow correctly labelled. Oxygenated and de-oxygenated blood correctly identified make

12 Research in action and data handling Numeracy & Social subjects SC: Select and use the proper equipment to collect weather data. Use the correct units of measurement to enter data under the correct heading in the prepared table. do

13 Numeracy & Art and design SC: I can evaluate my work and identify where there is understanding of proportion artwork and walk about talk about activity say

14 Notes & teacher annotations Literacy & Social Subjects SC: I can show an understanding of people in a photograph by the words and phrases that I use write

15 work in progress and final piece Numeracy & Art & design SC: I can apply the techniques of scaling up an image to produce an enlarged drawing make

16 do Health and wellbeing & Social subjects SC: I can organise a range of foods into their specific group. Visiting the local supermarket where they were given a guided tour which highlighted how the stock was organised according to food groups.

17 self-assessment checklistsay Literacy & RME SC: I can work in a group to exchange information, give explanations and opinions of the characteristics of Joseph, Jacob and brothers

18 information poster & artwork Literacy & Art SC: I can show understanding of my chosen artists life and paintings write

19 Kyle Academy History Department NAR Sample S2 - Holocaust To assess an outcome from Health and Wellbeing that is the responsibility for all through a suitable Social Subjects Outcome. Health and wellbeing & Social studies SC: Pupil response included subject specific language and clearly contextualises their learning through developed talk of their own emotional response to their learning. PowerPoint presentation make

20 Pupils at Work – Activity 2 and 3 do

21 Evidence Used for Assessment Activity 1 Rachael, Rachael and ElliotLearner 4, 5 and 6 say

22 game cards designed by pupils Health and wellbeing & Science SC: Cards made cover key areas of diet, exercise and smoking and questions and answers demonstrate understanding of role each key area plays. do

23 traffic lights checklist Health and wellbeing & Science Traffic light sheet before and after fitness test demonstrates an ability to accurately evaluate their own fitness level. When questioned can confidently relate current fitness level to activity levels and performance in fitness test. do

24 One of the main messages of BtC5 is that we now value a range of evidence of learning when making decisions about pupil progress. We need to plan for assessment at the same time as planning for teaching and learning. You can look at the exemplars on NAR to help you with your thinking and practice around evidence gathering.


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