1. Assessing Pupil Progress in Science (APP) Department CPD session Spring 2009
Slide 0.1

2. Objectives
To:
explore how APP can support the assessment policy within a science department;
consider how APP can be introduced and developed within science departments.

3. Outcomes Participants will have:
developed an understanding of the APP process and materials;
identified key steps in planning strategically for the phased introduction of APP.

4. Key Messages APP is designed to:
empower teachers to use their everyday classroom activities to give more meaningful feedback to learners;
analyse by assessment focus the relative strengths and weaknesses of each pupil;
use this information to set curricular targets to strengthen pupils’ learning and inform future teaching;
engage teachers and learners in all year groups at KS3 in periodic assessment to raise attainment.

5. APP is not: to replace all other forms of assessment;
independent of other assessment processes;
a portfolio per pupil;
a test completed at regular intervals.

6. How does APP help teachers?
Supports teachers to make judgements of pupils’ progress within How science works using contexts from the range and content.
Values the professional judgements of teachers.
Tailors planning to promote progression.
Supports the fine-tuning of learners’ needs.

7. APP has the potential to enhance pupils’ progress by:
Increasing 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.
Make into 2 slides

8. What can APP do to help pupils?
Uses a wide range of evidence to help pupils to demonstrate their achievement.
Informs them of their next steps.
Develops skills which help them to become independent learners.

9. Ways of looking at assessment
DAN SAMS / SCIENCE PHOTO LIBRARY
GEORGE BERNARD / SCIENCE PHOTO LIBRARY
TONY CRADDOCK / SCIENCE PHOTO LIBRARY
Close up
Standing back
Public view

10. Close up Standing back Public view Day-to-day Periodic Transitional
GEORGE BERNARD / SCIENCE PHOTO LIBRARY
Periodic
Standing back
DAN SAMS / SCIENCE PHOTO LIBRARY
Transitional
Public view
TONY CRADDOCK / SCIENCE PHOTO LIBRARY

11. Key features Learning outcomes shared with pupils
Peer- and self-assessment
Immediate feedback and next steps for pupils
Day-to-day
Broader view of progress for teacher and learner
Use of national standards in the classroom
Improvements to curriculum planning
Periodic
Formal recognition of achievement
Reported to parents/carers and next teacher/school
May use moderated and validated tests and tasks
Transitional

12. APP and Senior leader Guidance
APP materials
Assessment Grid
Assessment Grid
Assessment Grid
Assessment Guidelines
Standards File
APP Handbook
Standards File
Standards File
Standards File
Standards File
APP and Senior leader Guidance
Standards Files

13. APP Handbook
Explains the whole-school context for assessment and introduces APP as a tool for periodic assessment. Provides all of the practical guidance that departments will need to develop and embed APP in science.

14. The Standards Files
The Standards Files are exemplifications of national standards. These will help you reach consistent and reliable judgements about national curriculum levels in science. They are described in the appendix of the handbook.

15. APP Guidance
Booklet to support SLT with the implementation of APP.

16. Assessment guidelines
These are the 5 How science works assessment focuses (AFs) covering levels 3–8.
There are assessment criteria for each AF, at each level.

17. Assessment Guidelines – What do they look like?
Level
AF1
AF2
AF3
AF4
AF5 8 7 6 5 4 3
Assessment criteria

18. Task 1: Which AF could be assessed by these activities?
Doing a practical.
Collecting first-hand data.
Taking a table of results and deciding how to represent the data.
Making a model of a cell.
Using the idea of particles to explain how gases diffuse.
Dialogue with each other or the teacher.
Slide 3.7

19. Task 2 Consider some of the pupil evidence. Decide which AF.
Look more closely and narrow down the levels.
Check with the level on either side. Decide which level shows the best match.
Slide 3.10

20. Task 2 (continued) What feedback could you give to the pupil?
What opportunity would you give the pupil to move to the next level?
Share what you have learned about the process?
Slide 3.11

21. Standardisation
Compare your assessments with other members of the team and discuss:
How close are they?
Which guidelines helped you to assign a level?
Agree the best fit to the assessment guidelines.

22. Task 3 Making a periodic assessment of pupil progress
Refer to the pupil and teacher record sheets on handouts 3.7 and 3.8. In pairs discuss and agree:
The overall judgement about the level the pupil is working at (a periodic assessment).
How you made the judgement.
How confident you are in your judgement.
Slide 3.17

23. Recording evidence from pupils
Electronic tick list/mark book.
Poster/wall display to record pupil progress.
Pupil sheet for personal overview to record location of evidence.
Level ladder where pupils’ names can be moved along to show progress.
Pupils recording evidence themselves.
NB: These layers of recording encourage pupil ownership
of their progress and ensure evidence is visible should a
pupil mislay a book.
Slide 3.20

24. Task 4: What will APP look like in practice?
Handout 4.1 shows different stages in APP
practice.
Use this to help you identify your next steps 24

25. Planning for the implementation of the APP practice in your department
What are we going to do now?
Where do we want to be in September?
If we pilot this in the summer term, which groups?
What actions do we need to put into place?
What support do we need?
How will we evaluate the practice and impact?
Use the calendar to plan the time line.

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