Assessment and Personalised Learning Checklists Thursday 13th November 2013 Helen Westwood Head of Law – George Salter Academy

Assessment Planned throughout the year – 3 per half term. Used by Post 16 team to monitor progress. Mock exams – January (Unit 1) and April (Unit 1 and 2)? Assessments should reflect exam questions e.g. past exam questions or based on assessment objectives from syllabus Law (2014-2015): Past exam questions will be used in lessons. Peer/Self/Teacher Assessment – for use in lessons; encouraging students to improve work and show progress; use for differentiation – focus on key areas of weakness; not for assessment data collection – comments for improvement key focus not marks (Formative) End of Topic – knowledge tests – results used for assessment data collection; feed directly into personalised learning checklists (Summative) Mock Exams – full practice exam questions to help exam entry decisions

Personalised Learning Checklists Students need to be able to identify specific areas within topics which need to be improved A PLC creates a clear and specific and INDIVIDUAL learning plan for students Allows teachers to identify areas which need revising and areas for intervention Informs planning for the future

RAG rating sheets

Actus Reus Topic Tracker Teacher to complete following an end of topic test: Go4schools = Total % for each end of unit topic Red = resit following intervention Student Introduction to Omissions Exceptions to general rule on Omissions Comment on law on omissions Causation Comment on Causation Overall % 5 24 6 23 9 67 100 A+ 90 – 87 Student A 2 18 3 13 41 61 C- A 86 – 84 Student B 20 51 76 B A - 83 – 80 Student C 10 12 U B + 79 - 77 Student D 16 29 43 E- 76 - 74 Student E 4 64 C B - 73 - 70 Student F 22 11 44 66 C + 69 - 67 Student G 21 57 85 66 - 64 Student H 60 90 C - 63 – 60 Student I 1 15 39 58 D+ D + 59 – 57 Student J 30 45 E D 56 – 54 Student K D - 53 – 50 Student L 34 E + 49 – 47 Student M 35 52 D- 46 – 44 E - 43 – 40 39 and below

Actus Reus – Student Tracker

Criminal Law Tracker – Sept-Nov

Personal Learning Checklist - Points to consider Each section has individual RAG settings. For example: 20 marks (13 plus = Green; 8-12 = Amber; under 8 = Red) 10 marks (7 plus = Green; 4-6 = Amber; under 4) % (70% plus = Green; 40% plus = Amber; less than 40% = Red) RAG rating based on numerical values (set by teachers) related to expected AS/A2 level performance. Could this be adapted to individual students target grades? Keep generic RAG for scores on knowledge tests; but for the total percentage individualise RAG - so if target grade A 80%plus as total percentage = GREEN; if target grade D 40% plus as total percentage = GREEN Could the total score just be annotated where necessary by teacher. See Example: Student F = 30% in end of unit score (RED ) but target grade D so teacher RAG assessment (AMBER)

Personalised Learning Checklists Assessments Personalised Learning Checklists Targeted Intervention and support by staff Independent Study and revision by student

Assessment and PLC’s Key Points Assessments: Rigorous Regular Linked to syllabus assessment criteria Results able to be used by others to support Personalised Learning Checklists: Clear Specific Individual Able to be used by others to support Able to be used to inform future planning