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![Page 1: Understanding Assessment in Primary School. Reason for Assessment Evening Direct response to parent survey. Purpose of Assessment Evening 1. Help parents.](https://reader036.fdocuments.us/reader036/viewer/2022062421/56649d885503460f94a6dd16/html5/thumbnails/1.jpg)
Understanding Understanding Assessment in Primary Assessment in Primary
SchoolSchool
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Reason for Assessment EveningDirect response to parent survey.
Purpose of Assessment Evening1. Help parents understand what assessments their childrenwill take in Primary School and why.
2.To help parents understand what the assessments are forand what the results mean.
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Assessment plays a key role in helping schools to improve outcomes.
Knowing how each pupil is performing allows teachers to help individuals improve.
This in turn promotes improvement at class level, then at school level, allowing the school to set meaningful and challenging targets in its School Development Plan.
Why Assess?
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Types
of Assessment
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Diagnostic AssessmentFinding out strengths to celebrate and weaknesses to be worked on for the whole class or individuals over the year
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Formative AssessmentTeacher highlighting and explaining problems as go along and children assessing themselves. Also known as ‘Assessment for Learning’
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Observational AssessmentFoundation stage teachers closely observing children in learning activities and identifying strengths and areas for development.
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Summative AssessmentEnd of year tests summing up achievement over a whole year.
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Diagnostic Assessment
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Diagnostic AssessmentIt is finding out the: Strengths Areas for Development
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Computer Based Assessments
Early in Year Sept/Oct
LITERACY / NUMERACY
Strengths and areas for development identified.
Shared with parents at 1st Parent Interview
Replacing INCAS
Sept 2012
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Formative/Observational Assessment
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Often called formative assessment
Takes place during the learning
Makes pupils active participants in their learning and focuses on next steps in learning
Feeds forward to manage improvements
Fosters responsibility for & ownership of learning
Establishes where they are, where they need to go and how to get there
Assessment for Learning
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It involves teachers teaching pupils: what they are about to learn and why; how to be successful at attaining the new learning; how to understand quality criteria and use them to
self-assess – a vital life skill; and how to ask, as well as answer, better questions to
deepen their own learning.
AfL in the Classroom
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Teacher Outcomes More focused on pupils’ learning More concerned with the learning than activity
or performance More reflective about own practice Greater control passed to pupils Changed relationship between teacher and pupil
Research Evidenced Impacts
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Pupil Outcomes Raised self-esteem and increased confidence Greater resilience Improved tenacity and perseverance Acquired vocabulary for learning Changed relationship between teacher and pupil Improvements in performance, motivation,
engagement, attainment and independence
Research Evidenced Impacts
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Summative Assessment
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Assessment of Learning
Often called summative assessment
Takes place after the learning
Focuses on pupils’ achievements
Is used to provide feedback to parents based on performance evidence
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Many aspects of human performance occur predictably like this eg. running race, shoe size, height
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What does the bell curve mean?
Bell Curve: An Explanation.
"Bell Curve" is the popular name for Normal Distribution. It is often called the bell curve because the graph of its probability density resembles a bell.
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It can be used to measure anything
If you map certain things out, you will find that most people fall within a certain range. Let's say you were looking at number of hours of tv watched per week. The greatest percentage of people will probably fall within a similar range (say, 15-20 hours weekly) the further out you get from the norm (say 1 or 50 hours weekly) the fewer people will fall into that category.
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Normal bell curve distribution
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Standardisation
Standardised scores are measured by the pupil’s raw score and their chronological age
Standardisation allows pupils to be compared to other pupils of the same age throughout the United Kingdom
Different tests can also be compared to one another
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Standardisation
Standardised scores from most educational tests cover the same range from 70 to 140. Hence a pupil's standing in, say, mathematics and English can be compared directly using standardised scores.
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Standard deviation
Tells you how much better or worse than the mean/average score a pupil has scored
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Summary of Annual Assessment at
Ballycarrickmaddy
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Term 1
PARENT
INTERVIEW
Term 2
PARENT
INTERVIEW
Term 3 ANNUAL
PUPIL
REPORT
KS1
P1 Observations Observations Observations
P2 Observations Observations SUMMATIVE
ASSESSMENT
P3 FORMATIVEASSESSMENT
FORMATIVE
ASSESSMENT
P4 DIAGNOSTIC
ASSESSMENT
KS1 Assessment
KS2
P5
P6
P7
KS2
Assessment
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Reporting to Parents based on assessment
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Annual Pupil ReportFormal communication with parents to summarise strengths and areas for development for each pupil.
CCEA
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A – A pupil working below the expected level but has made the normal expected progress.
B- A Statemented child who has above the expectedability and has learnt to deal with formal assessment.
C- A pupil above the expected level who has underperformed in 2 tests. Not 2 years.
D – A pupil working above the expected level who as made the normal expected progress.
Maths Standardised Scores Y4-7
69
7989
99
109
119129
139
1 2 3 4 5
Year
Sta
nd
ard
ise
d S
co
re
Pupil A
Pupil B
Pupil C
Pupil D
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End of Keystage Reporting
Parent of pupil’s in P4 & P7 receive assessment levels.
NEW LEVELS STARTING 2012/12Communication (Literacy)Using MathematicsUsing I.C.T.
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3
Ks1
1 2
Ks 2
12 34
5
Expected Ks 1 – level 2
Expected Ks 2 – level 4
Expected Ks 3 – level 5
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Using ICT
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Using Mathematics
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Using Communication(literacy)
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The Assessment Balancing Act
All types of assessment are important.
The Northern Ireland Curriculum seeks a better balance between them.
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Final Point
“Assessment is not meant to be used as a measure of your child’s ability at school but as a means to improve their ability to learn; their knowledge and their skills.
Much of what is learnt is never fully assessed but used every bit as much.”