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© Crown copyright 2008 Assessing Pupils Progress Spring 2009
© Crown copyright 2008 2 Aims To review the Assessing Pupils Progress (APP) processes and materials To review the national standards in ICT and the progression through the NC levels To consider how APP will work in their department
© Crown copyright 2008 3 Assessing Pupils Progress A structured approach to periodic assessment enabling teachers to: make secure judgments of attainment within national curriculum levels track pupils progress over a key stage or longer use diagnostic information about pupils strengths and weaknesses to improve teaching, learning and rates of pupils progress
© Crown copyright 2008 4 APP in the planning cycle Plan for progression from learning objectives (Secondary Framework and planning tool kit) Collect and feed back to pupils evidence of their progress during engaging day-to-day teaching and learning. (AfL) Make level-related assessment using APP criteria Adjust planning, teaching and learning (referring to secondary Framework) Review a range of evidence for periodic assessment (APP) [TERMLY] Plan for progression from learning objectives (Secondary Framework and planning tool kit)
© Crown copyright 2008 5 APP materials APP Handbook Standards File Standards Files Assessment Grid Assessment Guidelines APP Guidance In your Pack: Teachers Handbook Guidance for Senior Leaders Pupil A Pupil B Pupil C Assessment Guidelines A3 Summary
© Crown copyright 2008 6 AF1AF2AF3 Planning, developing and evaluating Handling data, sequencing instructions and modelling Finding, using and communicating information The Assessment Focuses
© Crown copyright 2008 7 … and finally Standards have not changed AFs are consistent with attainment target level descriptions Guidelines developed by QCA Best-fit model when using AFs Guidelines should be used in conjunction with the Standards Files Levelling should be done using a body of work rather than on a single task The Assessment Focuses
© Crown copyright 2008 The Standards Files Assessing Pupils Progress in ICT APP Handbook Standards File Standards Files Assessment Grid Assessment Guidelines APP Guidance Pupil A Pupil B Pupil C Pupil D Pupil E
© Crown copyright 2008 9 The Standards Files The Standards Files: –Exemplify national standards –Facilitate consistent and reliable judgements of a pupils level –Include: examples of pupils ongoing classroom work commentary on the evidence at assessment focus (AF) level; a teacher commentary that records both a profile of attainment across the AFs and a National Curriculum level for the attainment target (AT).
© Crown copyright 2008 The Standards Files The Standards Files are a reference point for teachers on the national standards, as applied to a context, designed to provide exemplification of work that has been levelled, using the assessment focuses. The Standards Files contain detailed annotation as they must stand alone for practitioners who are unfamiliar with the pupils and the context. The annotation is far more detailed than would be expected from a classroom teacher. The Standards Files are not suggested activities or new sample teaching units, although experienced teachers may recognise aspects of previous National Strategy resources.
© Crown copyright 2008 11 Why are there gaps in the evidence The pupil has yet to reach this aspect in the scheme of work. For example, the Standards file level 4 does not contain any evidence of sequencing instructions because the pupil has not yet been taught this aspect. Some evidence is ephemeral. Although it may be difficult to capture, it often provides a classroom teacher with a great deal of information about pupils understanding. For example, the evidence may include: –– pupil-annotated files –– recorded commentary –– pupil–teacher discussions –– peer-review and feedback –– oral presentations –– everyday manipulation of software, which indicates understanding of ICT techniques. Planning of the units of work has not provided opportunities for pupils to demonstrate their ICT capability.
© Crown copyright 2008 12 Making APP assessments Stage 1: Making Assessment Focus judgements Use the appropriate assessment guideline sheet to record criteria which have been met Stage 2: Making an overall level judgement Use the profile to judge the level and sub level Stage 3: Checking the overall level judgement Check, standardise and moderate the judgement against the Standards Files Teachers Handbook pp17/18 Assessment Guidelines booklet
© Crown copyright 2008 13 Sub-levels The overall level is the highest level at which all or most of the assessment criteria for each strand are highlighted. Sub-levels:Low Secure High Sub-levels reflect the professional nature of the judgements made by teachers considering a range of evidence over time
© Crown copyright 2008 14 Assessing Pupils Progress APP has the potential to enhance pupils progress by: increasing the 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; providing high-quality evidence to inform next steps in pupils learning and reporting on pupils progress; integrating assessment into planning for progression; providing a National Curriculum attainment target level when needed, from an informed, holistic evaluation of progress against APP assessment criteria.
© Crown copyright 2008 15 … and finally The removal of National Tests at KS3 exerts reverse pressure on accurate Teacher Assessments Schools may have to re-consider data capture, and why and for what purposes, in the light of widespread APP adoption
© Crown copyright 2008 16 The planning cycle and APP Unit of work planned by combining objectives from a number of strands from the Framework for Secondary ICT Unit designed to create engaging teaching and learning experiences Unit designed to generate assessment evidence related to Framework objectives Evidence of pupils learning and attainment is generated by their work and captured in teacher records Evidence of learning is evaluated using APP assessment criteria
© Crown copyright 2008 APP and the planning cycle The diagram locates the APP process into the planning process. They are not separate processes. Linking planning and APP ensures that suitable evidence for assessment will arise naturally from the activities. Planning starts with the learning objectives of the ICT framework to ensure that the full programme of study is covered. Activities are planned that are engaging for learners as well as producing appropriate evidence Section 2 of the handbook clarifies the distinction between the learning objectives of the Frameworks and the assessment guidelines of APP.
© Crown copyright 2008 18 Open-ended problem-solving ? Creating opportunities for progression How much scaffolding should we give pupils? When does scaffolding prevent pupils from making progress? Do the activities we give pupils offer enough opportunity for them to demonstrate higher levels? 100% scaffolding
© Crown copyright 2008 19 Open ended activities How might you change the activities that you give pupils to incorporate a more open ended approach? What would this look like in your schemes of work? How do you support pupils in open-ended problem solving activities?
© Crown copyright 2008 20 The APP process (1) Decide on outcomes to be assessed and generate evidence from day-to-day teaching (2) Review an appropriate range of evidence (3) Select the appropriate Assessment Guidelines sheet (4) Highlight assessment criteria for which there is evidence (5) When appropriate, use the developing profile of learning to decide upon a sub-level (6) Moderate assessments (7) Make any necessary adjustments to planning, teaching and intervention
© Crown copyright 2008 The APP Process How does this process differ, if at all, from your own current practice. Consider these questions: When in the academic year do you determine the level at which pupils are working? What are the school reporting arrangements? How do you currently secure robust teacher assessment?
© Crown copyright 2008 22 Approaches to implementation There is no single approach that will work well for all schools Consider the pattern of units, amount of discrete ICT, any setting/banding You will need to assess ALL pupils by the end of each year
© Crown copyright 2008 23 Integrating into current practice How will you: –Familiarise teachers with APP –Ensure appropriate evidence is generated –Determine which pupil outcomes to use –Ensure teachers assess reliably and securely against the AFs –Moderate judgements –Adjust planning, teaching and interventions
© Crown copyright 2008 24 Monitoring & Evaluation Are teachers making judgements based on good quality evidence? Are teacher judgements consistent and accurate? Are APP judgements being recorded effectively? Are teachers using APP assessments to inform their teaching? Are appropriate curricular targets being set? Are pupils aware of their strengths and weaknesses and what they need to improve? Are parents receiving detailed feedback on their childrens progress?
© Crown copyright 2008 25 Most schools are developing AfL as a whole-school priority. Many schools have implemented APP in English and/or Maths and will be reviewing their practice with the revised materials. Science and ICT APP materials are now available. Foundation subject APP materials will be available in 2010. Benefits: Refer to the APP guidance for Senior Leaders APP in a whole-school context
© Crown copyright 2008 26 Timeline and recommended actions Spring and Summer 2009 Senior Leaders support core subject leaders attendance at Subject Leader Development meetings Disseminate key messages and materials as part of departmental and whole school planning Access additional APP training and support from the local authority as appropriate Review progress in developing AfL and APP Autumn 2009 Develop a CPD plan through to 2011 to secure full scale implementation of APP as part of whole school development of AfL
© Crown copyright 2008 27 Key messages for SLT How will APP be presented as a whole-school issue? What is the impact of APP on school assessment policy? Do we have sufficient resources for training? How do we plan the time for planning, standardisation and moderation? Does our current tracking system provide the required flexibility for recording APP judgements? Do all teachers have access to the data? Do we need to review the school calendar and reporting cycle? How does this affect National Challenge or Gaining Ground schools?
© Crown copyright 2008 28 Key questions How will you introduce APP with the ICT teachers at your school? What will need to be in place to make it work effectively? What do you need to discuss with your senior leaders?
© Crown copyright 2008 29 Standardisation & Moderation Standardisation: Activity to train teachers in the standards prior to assessments being made Moderation: Activity to check for consistency and align standards after some assessments have been made
© Crown copyright 2008 Any Questions?
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