0 Subject Leader Day - Spring 2008

1 Agenda 09:15 – 10:30 Introduction to APP Using the APP materials for writing 10:30 – 10:45 Break 10:45 – 12:00Using the APP materials for reading and mathematics 12:00 – 13:00Lunch 13:00 – 14:15Gathering evidence for assessment 14:15 – 14:30Break 14:30 – 15:45National Year of Reading Updates and networking

2 Sessions 1 and 2 Assessing Pupils’ Progress (APP)

3 Aims To explain the background to APP To introduce the APP materials and explore the process of assessing reading, writing and mathematics To consider implications and ways forward for your school

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

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 KS1 materials are being piloted this year.

6 Issues in assessment Over-emphasis on testing High stakes tests - results published and used to evaluate school effectiveness Major burden 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

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

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

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

10 Ways of looking – standing back Pupils applying learning in different contexts using independence and choice revealing strengths and areas for development Teachers profile of attainment against national standards patterns of performance adjusts medium-term planning and pedagogy tracks progress makes connections across learning contexts promotes broad curriculum coverage

11 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

12 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)

13 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

14 The APP approach

15 Writing assessment activity Look at the work samples for pupil M Highlight the AF statements for which you find evidence Make a level judgement for each AF Check handout for making an overall level judgement for writing

16 Example assessment guideline – reading     

17 Feedback Discussion How does this relate to the way you currently assess writing in school? What would be the benefits or issues in adopting the APP format?

18 Points to remember 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.

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20 Reading assessment activity Look at the work samples for pupil C Highlight the AF statements for which you find evidence Make a level judgement for each AF Check handout for making an overall level judgement for reading

21 Feedback Discussion How does this relate to the way you currently assess reading in school? What would be the benefits or issues in adopting the APP format?

22 Mathematics assessment activity Look at the work samples for pupil B Look at the evidence for number (Ma2) Highlight the AF statements for which you find evidence Use the handout to make a level judgement for number

23 Example assessment guideline - mathematics Child on L3/L4 borderline Make ‘best fit’ assessment against L3 and L4 criteria Make overall level judgement

24 Feedback Discussion How does this relate to the way you currently assess mathematics in school? What would be the benefits or issues in adopting the APP format?

25 Emerging Issues Teachers initially struggle to identify evidence for reading and using and applying mathematics (in contrast to writing and number) Lack of independent work exposed in many classes Process initially time-consuming but gets easier Sample of pupils provides clear benchmarks for whole class Improved questioning and dialogue

26 Emerging Issues Process encourages teachers to recognise what they ‘know’ about children but also to look harder at what they can do ‘Neglected’ areas of work being addressed Greater recognition of evidence from other areas of the curriculum (‘setting’ issues) Need to illustrate link back from assessment outcomes to Framework learning objectives Senior leadership involvement in standardisation and moderation essential

27 Potential Risks Assessment criteria become a ‘tick list’ and/or drive planning It’s initially challenging – SLT understanding and support required Introduction would need to be phased and training required Potential issues of ‘increased workload’ Requires regular and systematic moderation

28 Key benefits Assessment focuses help teachers recognise evidence in key elements of reading, writing and mathematics Enables teachers to see a pupil’s ‘profile’ of attainment and to share this Provides basis for discussing targets for improvement with pupils, parents and carers Allows progress ‘within’ a level to be seen Offers an ‘intelligent’ version of a sub-level! Provides detailed information for the next teacher / school Reveals ‘gaps’ in curriculum and/or learning Develops shared understanding of national standards Reduces reliance on testing

29 Key points This is a process Moderation, led by SM, is critical to ensure consistency There will be training implications Time constraints will need to be addressed – use of Planning, Preparation and Assessment time Use of a ‘staged’ approach – introduction of one aspect at a time is a possibility Is your school ready to take on APP?

30 A POSSIBLE FUTURE Personalised I know that my colleagues share the same expectations I am supported by my school systems and by assessment experts My teacher gives me feedback which helps me progress day by day I know how I am progressing and what to focus on next… I do different tasks to show what I can do When I move class my new teacher understands where I am and what I need to do next … and my family knows it so they help me too I build my knowledge of my pupils into my planning and teaching I know my pupils’ strengths and needs I understand national standards in detail I recognise learning and achievement in the classroom My pupils make faster progress than they used to