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2 Assessing Pupils’ Progress Spring term 2009

3 Aims of the day To be clear about what Assessing Pupils’ Progress is and what it isn’t To share schools’ experiences of implementing Assessing Pupils’ Progress to date To consider a model of in-school moderation To establish next steps for school

4 Sessions for the day 9.30 Welcome Assessing Pupils’ Progress: clarification and implementation Coffee Evidence Lunch 1.30 Moderation 3.00 Updates, reflection and next steps

5 “Talking is the most important bit in terms of assessment.”

6 “Undertaking assessment together is supportive and more productive initially.”

7 “Stuff in books tells us nothing in itself, unless it’s a reflection of their thinking.”

8 “What you thought was embedded isn’t always.”

9 “My head teacher has bought a folder for every child in the school.”

10 “I thought I’d find lots of evidence in other curriculum areas but when I looked I could not find much.”

11 “Of course it’s much easier in maths because you can just give them a test.”

12 “I was surprised and upset that I did not have any evidence for using and applying.”

13 Assessment For Learning - Three Year Strategy “every school has in place structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils, and for tracking their progress;”

14 Assessment – efficient process Good day to day teaching and learning Rich evidence of learning APP – periodic review against national standards Improved planning Personalised targets More secure tracking Better information for parents

15 Assessing Pupils’ Progress - Clarification APP is Using assessment information from everyday teaching to make level judgements Periodic assessment against National Curriculum criteria Secure teacher assessment to inform pupil tracking APP isn’t Undertaking additional assessments for the sake of it A checklist to be ticked off as you go along An additional curriculum

16 Key questions How have you started to implement APP? What’s going well – why is this? What are the challenges – how are you overcoming them?

17 APP support teachers feedback Effective guided work is essential: focused on rich dialogue, making connections, developing thinking and exploring understanding Internalising and understanding the essence of an assessment focus is vital The importance of assessing process as well as end product Developing observational skills and opportunities Developing opportunities to demonstrate learning across the curriculum

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19 APP support teachers feedback Effective guided work is essential: focused on rich dialogue, making connections, developing thinking and exploring understanding Internalising and understanding the essence of an assessment focus is vital The importance of assessing process as well as end product Developing observational skills and opportunities Developing opportunities to demonstrate learning across the curriculum

20 “…letting children show what they can do…”

21 Coffee

22 Assessment – efficient process Good day to day teaching and learning Rich evidence of learning APP – periodic review against national standards Improved planning Personalised targets More secure tracking Better information for parents

23 Sharing evidence Each school presents and discusses their evidence including how they chose their sample group and how this child fits into the sample (about 5 minutes each school)

24 Nature of evidence Something that is significant in terms of progress A balance of: –Recorded and remembered –End product and work in progress –Work/note/conversation/observations/photos etc Independence and choice –From Regional APP event Steve Anwyll QCA Record key issue around evidence on a post-it Return to school groups to reflect

25 Renewed Framework: Planning to use APP Step 4 “Initially you should choose a small focus group of pupils whose performance is representative of the broad levels of attainment in your class. You will find that you can then begin to generalise from these individual assessments.”

26 Renewed Framework: Planning to use APP Step 4 continued “For example, teachers in the pilot reported that selecting two or three pupils, on two of the level borderlines which are significant for many in their class, made the process of detailed assessment something that illuminated strengths and weaknesses in other similar pupils' work. Often, the patterns of attainment can be related to gaps in curriculum provision, as much as to pupils' ability.”

27 Assessment For Learning - Three Year Strategy “every teacher is equipped to make well- founded judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential;”

28 The different issues for reading, writing and maths Reading: Gathering evidence from guided reading and from a range of reading contexts Pupil voice Writing: Cross curricular evidence Balance between process and outcome What is appropriate scaffolding?

29 The different issues for reading, writing and maths Maths: Understanding the difference between being mathematical and being numerate Gathering evidence from guided maths and from a range of mathematical contexts Providing children with opportunities to make decisions, communicate and reason

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31 Assessment For Learning - Three Year Strategy every child knows how they are doing, and understands what they need to do to improve and how to get there. They get the support they need to be motivated, independent learners on an ambitious trajectory of improvement; every teacher is equipped to make well-founded judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential; every school has in place structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils, and for tracking their progress; every parent and carer knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers.

32 Lunch – 1.30

33 Standardisation and Moderation Standardisation: The purpose of standardisation is to ensure that the APP criteria are understood and can be applied consistently identify any differences in interpretation of the criteria enable teachers to adjust their interpretation of criteria where necessary give teachers confidence they will assess to the national standard.

34 Moderation The purpose of moderation is to review a sample of the APP judgements that have been made by a teacher (or school) in order to either –confirm the accuracy and consistency of the teacher’s (school’s) judgements or, where this is not possible, –recommend changes to the judgements to bring them into line with the national standard

35 Moderation ON YOUR OWN: 15 mins read the collection 15 mins go through to make independent decisions about the judgements that have been made DISCUSS IN THE GROUP: 15 mins to: –Agree moderated levels and summarise feedback on both judgements and the quality of the collection –start at AF1 and do each AF in turn. A different person in the group to lead the discussion about each AF

36 Move groups so that there are 2 groups on each table looking at the same collection of work 5 minutes role play feedback of one group to the other and then swap (total 10 minutes)

37 Updates Funding and future support Ofsted KS1 standards files KS 3 Maths aligned to KS2 APP disc Speaking and listening