© Crown copyright 2008 Subject Leaders’ Development Meeting Spring 2009.

© Crown copyright 2008

Subject Leaders’ Development Meeting

Spring 2009


Objectives of the day

• 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


Structure of the day

• Session 1 APP1– Assessing Pupils’ Progress in ICT

• Session 2 APP1 & 2– APP and planning

• Session 3 APP2 3 4– Implementing APP

• Session 4– APP in a whole school context


Session 1

Assessing Pupils’ Progress in ICT


Objectives

• To review the principles of the Assessment for Learning Strategy

• To explore the Assessing Pupils’ Progress resources and processes

• To secure understanding of the features of pupils’ work at National Curriculum levels 5 and 6


Aims of the AfL 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.


Benefits

Is sensitive, constructive,and fostersmotivation

Is a keyprofessional

skill

Recognises all educational achievement

Promotesunderstanding

of goalsand criteria

Helps learnersknow how to

improve

Developscapacity forself (& peer)assessment

Is part ofeffectiveplanning

Central toclassroompractice

Focuses onhow pupils

learn


Robust assessment leads to…

• an accurate assessment • a fair assessment • a reliable assessment • a useful assessment• a focused assessment• for continuity of assessment


A strategic approach

Day to day• Learning objectives made explicit and shared with pupils• Peer and self-assessment in use• Pupils engaged in their learning and given immediate

feedback

Periodic• Broader view of progress across subject for teacher and

learner• Use of national standards in the classroom• Improvements to medium-term curriculum planning

Transitional• Formal recognition of pupils’ achievement• Reported to parents/carers and next teacher(s)• May use external tests or tasks (now no national KS2 & 3

testing)


Assessing Pupils’ Progress

• APP is 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


APP

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)

Review a range of evidence for periodic assessment (APP)

Make level-related assessment

using APP criteria

Adjust planning, teaching and learning (referring to secondary Framework)


APP materials

APP Handbook

Standards FileStandards FileStandards FileStandards FileStandards FileStandards Files

Assessment GridAssessment GridAssessment GridAssessment GuidelinesAPP

Guidance


The Assessment Focuses

• AF1 – Planning, developing and evaluating

• AF2 – Handling data, sequencing instructions and modelling

• AF3 – Finding, using and communicating information


The Standards Files

• The Standards Files:– Exemplify national standards– Facilitate consistent and reliable judgements of a pupil’s

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).


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


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


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.


Session 2

APP and curriculum planning


Objectives

• To consider how APP informs and strengthens planning, teaching and learning

• To consider the changes required to schemes of work to ensure robust periodic assessment


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


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’ Open-ended problem-solving?


Open ended activities

• How might you change the activities that you give pupils to incorporate a more open ended approach?

• What might/ does this look like in your schemes of work?

• How do you support pupils in open-ended problem solving activities?


Session 3

Implementing APP


Objectives

• To consider how to implement APP in ICT departments


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


Approaches to implementation

• There is no one 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


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


Session 4

APP in a whole school context


Objectives

• To consider the whole school aspects of planning for APP implementation


Timeline and recommended actions

• Spring and summer 09– 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 09– Develop a CPD plan through to 2011 to secure full scale

implementation of APP as part of whole school development of AfL


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 what do you need to discuss with your senior leaders?

© Crown copyright 2008 Subject Leaders’ Development Meeting Spring 2009.

Documents

Transcript of © Crown copyright 2008 Subject Leaders’ Development Meeting Spring 2009.