Developing and Leading Assessment at Gibson Primary School

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Context

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Context – Baseline Position Individual meetings with all teachers Desire for development Key Findings related to planning and assessment Assessment results – holistic approach New Principal February 2006

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Context – Priorities Senior Management Team - Analysis of findings Priorities identified for consultation with staff 2 Key Priorities identified: Planning Assessment for Learning

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Context – Assessment Baseline Assessment manager used to store Standardised scores No uniform approach to formative assessment End of Key Stage targets set and analysed by Literacy and Numeracy co-ordinators.

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Context 22% Free School Meal Entitlement End of Key Stage results Good Quality Learning and Teaching 2007/8 OutcomesENGLISHMATHEMATICS Pupils in GPS Benchmark FSM (05/06) Pupils in GPS Benchmark FSM (05/06) Key Stage One Level 2 or above 90%100% Median90%100% Median Level 3 61%50% UQ52%58.7% UQ Key Stage Two Level 4 or above 91%87.5% UQ88%91.7% UQ Level 5 28%31.4% UQ53%51% UQ

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Direct Action Planning Consultation with CASS Numeracy co-ordinators led development Assessment for Learning Link with Planning/Revised Curriculum Training

K Sterritt & C Browne (Gibson) Direct Action Developing and Leading Assessment Staffing Restructure Assessment Co-ordinator appointed Team Development – Implementation Team Action Plan

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Baseline PositionTargets Learning Intentions are included on planners. Focus on learning intentions in Numeracy Learning intentions are not shared with class formally Learning intentions are not displayed formally Success criteria are not set or discussed with pupils Feedback is regularly given in the form of marking Tends to be based on effort and presentation Pupils actions are monitored and planning informed but not formally feedback Some classes use small scale peer and self assessment LEARNING INTENTIONS - To share & explain learning intentions - To write effective learning intentions using child friendly language - To revisit learning intentions throughout lesson - To display learning intentions SUCCESS CRITERIA - To model and discuss success criteria - To negotiate success criteria with pupils FORMATIVE FEEDBACK - To introduce two stars and a wish based on the success criteria - To monitor learning through planned observation and give oral feedback EFFECTIVE QUESTIONING To introduce strategies for effective questioning SELF ASSESSMENT - For pupils to assess work in line with success criteria PLANNING - To use assessments to inform future planning ADMINISTRATION - To update marking and assessment policies - To make greater use of standardised assessment results - To make greater use of Assessment Manager (A.M.) - To analyse the data produced by INCA’s Action Plan 2007/8

K Sterritt & C Browne (Gibson) Developing and Leading Assessment

K Sterritt & C Browne (Gibson) Developing and Leading Assessment EVALUATION Challenges Action Plan – TOO AMBITIOUS! Workload Age range of children Teaching style/approach

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Teachers leading change - ownership PRSD Sharing of good practice Positive impact on Learning and Teaching Clear link between Summative and Formative assessment EVALUATION Successes

K Sterritt & C Browne (Gibson) Impact of Assessment Change Developing and Leading Assessment Mixed feedback Learning Intentions kept the focus on LEARNING Link between FORMATIVE and SUMMATIVE Assessment AfL not particularly suited to Numeracy 2 stars and a wish Challenge for more able pupils Parental conceptions

K Sterritt & C Browne (Gibson) Developing and Leading Assessment STAFF EVALUATION OF SCHOOL DEVELOPMENT PLAN Please rate the following features of our School Development Plan using the scale below. 1. significant strengths2. strengths outweigh weaknesses 3. weaknesses outweigh strengths4. significant weaknesses Key Feature GradeCommentAction Required Assessment for Learning 2 = 63% 3 = 37% Worthwhile but need more time. Too much on action plan. Key members of staff being off hindered progress. Issue with focus in 3 rd term. Query of overall view of formative assessment. More time needed to develop each element. Literacy Planning 2 = 70% 3 = 30% Mostly found focus useful. Some problems with the format of template. Text box NOT good! Lots of hard work - difficult to identify progression in T&L More time required to develop planning. Found old planner more useful due to groupings. INCA’sConfirmation of what teachers already know! Concerns re the comparison with standardised assessment results LEARNING AND TEACHING

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Impact of Assessment Change

K Sterritt & C Browne (Gibson) Developing and Leading Assessment 2006/72007/82008/92009/10  Audit of Provision  Numeracy Planning Template constructed  Numeracy planning developed  AfL Action Plan  Literacy planning developed  Continued AfL development  Review of Marking Policy  Assessment Manager – use of summative data Annual Target Setting, Benchmarking and Analysis of Standardised Data continued each year

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Where Next? EVERY SCHOOL A GOOD SCHOOL Evaluate, Focus and Embed

K Sterritt & C Browne (Gibson) Developing and Leading Assessment Where Next? Marking for improvement Assessment manager – pupil tracking Self-Assessment Levelling of work

K Sterritt & C Browne (Gibson) What would we change? Our Key Learning Points Developing and Leading Assessment Pace of change Ownership Positive Impact

K Sterritt & C Browne (Gibson) Evaluate, Focus and Embed Developing and Leading Assessment