Assessment Information Evening Jon Field

Principles of assessment Overview Principles of assessment What is it and why is it so important? Criterion referenced assessment What are the standards and how do they work? Assessment Policy Overview of assessment policy 14/11/2018

Principles of assessment Overview Principles of assessment What is it and why is it so important? Criterion referenced assessment What are the standards and how do they work? Assessment Policy Overview of assessment policy 14/11/2018

What is assessment? Feedback on students’ learning Two (main) types: Summative – designed to tell students where they are Normally a test, sometimes essay, coursework, laboratory report, presentation and so on Formative – designed to tell students how to improve Normally written or spoken comments on how to improve from a teacher, student or peer Effective assessment requires a mix of both types (although schools often focus too much on the summative) 14/11/2018

Why is assessment so important? Feedback, done correctly has been shown to be the single most effective means of improving learning1 This includes: Feedback from teachers to students Feedback from students to teachers Why?......it’s all about constructivism 1. Hattie, J., 2009. Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Abingdon U.K.: Routledge 14/11/2018

A little on constructivism All meaning in our brains is stored as ‘constructs’ Constructs are created based on the experiences we have (both real and vicarious – for example reading) Constructs are often incomplete or plain wrong Only feedback allows us to evaluate and improve our constructs 14/11/2018

Principles of good assessment Gives specific instructions on how to improve Enables students to improve (this is subtly different to the above) Gives teachers feedback about how they can improve 14/11/2018

Principles of assessment Overview Principles of assessment What is it and why is it so important? Criterion referenced assessment What are the standards and how do they work? Assessment Policy Overview of assessment policy 14/11/2018

The old assessment system A – Outstanding B – Very good C – Good D – Mediocre E – Poor Limited the highest achieving and bred complacency Demotivated the lowest achieving Does not provide feedback on how to progress 14/11/2018

Criterion referenced assessment Students assessed against detailed criteria (usually set by external body) Getting a grade typically means students match the criteria Criteria make it clear how to progress to next level National Curriculum Levels, IGCSE Grades, IB Levels, A-Level Grades Links to National Curriculum level descriptors can be found on our website IGCSE/A-Level grades and IB Level descriptors can be found in the relevant syllabus documents 14/11/2018

The UK National Curriculum Levels Assessment criteria used in the UK from Years 1-9 since 1994 Levels go from 1-8 (with EP, exceptional performance) above that Divided into sub-levels e.g.: Level 5c – weak Level 5 Level 5b – secure Level 5 Level 5a – strong Level 5 Levels designed to show progress – a Level 5 in history in Year 7 is the same standard as a Level 5 in history in Year 9 UK government target is for all students to be at Level 5 by end of Year 9 14/11/2018

For example….Yr 7-9 Biology Level 4 Pupils describe some processes and phenomena related to organisms, their behaviour and the environment, drawing on scientific knowledge and understanding and using appropriate terminology, for example using food chains to describe feeding relationships between plants and animals in a habitat. They recognise that evidence can support or refute scientific ideas, such as in the identification and grouping of living things. They recognise some applications and implications of science, such as the use of predators to control pest populations. Level 5 Pupils describe processes and phenomena related to organisms, their behaviour and the environment, drawing on abstract ideas and using appropriate terminology, for example the main functions of plant and animal organs and how these functions are essential. They explain processes and phenomena, in more than one step or using a model, such as the main stages of the life cycles of humans and flowering plants. They apply and use knowledge and understanding in familiar contexts, such as different organisms being found in different habitats because of differences in environmental factors. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as the classification of living things. They describe applications and implications of science, such as solving some of the health problems that arise when organ damage occurs. 14/11/2018

What is good? Progress Typically students progress by 1 to 1.5 levels per year 14/11/2018

Why is this better? Focus on progress Accountability Widen access to success Learning as a journey vs. learning as destination Empowering ownership of learning Accountability More objective than previous system Allows us better to evaluate how well we are teaching Improved resources 14/11/2018

What does this look like in practice? Varies from department to department but will probably include some or all of: Reporting in levels Sharing level criteria at the beginning of each unit Discussing level criteria before assessments Assessing assignments and tests according to levels and level- descriptors Setting standardised tests Goal setting Bench-marking at beginning of year Tracking progress with level ladders 14/11/2018

A Level-assessed task: 14/11/2018

Example: A Level Ladder 14/11/2018

Principles of assessment Overview Principles of assessment What is it and why is it so important? Criterion referenced assessment What are the standards and how do they work? Assessment Policy Overview of assessment policy 14/11/2018

How often will my child be assessed? Formative assessment – every lesson! Summative assessment – a minimum of once per unit of learning with enough time afterwards for improvements to be made 14/11/2018

In what ways will my child be assessed? Tests One or more of: Presentations Portfolios Essays Investigations Research projects Posters Role-plays Practical activities Web-sites Video clips Podcasts Field work Experimental work Many more……… 14/11/2018

What will my child be assessed against? All assessment should be against criteria that are shared with and (as far as possible) understood by the students IB levels A-Level/IGCSE/GCSE grade descriptors KS3 Level Descriptors Self-developed criteria where appropriate A student’s attainment must be determined solely by their achievements and not by their performance relative to others 14/11/2018

How should feedback be given? Seminal study by Ruth Butler in 1987: Giving identically taught students different types of feedback Butler found Those given ‘comment only’ feedback later improved by 33% Those given ‘grade only’ or ‘comment and grade’ feedback regressed Why?........despair and complacency Feedback should be predominantly written or verbal comments clearly stating how to improve. Grades should be kept to a minimum. 14/11/2018

Who Assesses? Teachers – the experts, gain understanding of the class Peers – gives students a deeper understanding of learning and students often perform better for their peers Students – gives students the ability to regulate their own learning 14/11/2018

Student Expectations Clearly communicated success criteria Clearly communicated schemes of assessment Clearly targeted assessments Clear marking of assessed work that communicates the grade/level and how to improve (as appropriate) Prompt return of assessed work 14/11/2018

Reporting Two full written reports and one grade summary (except Yrs 11 and 13) Attainment Grades: Grade what was covered since last report Use NC Levels, IB Levels, IGCSE/GCSE/A-Level grades Effort: 1 - Excellent 2 - Good 3 - Satisfactory 4 – Unsatisfactory Written comment that gives clear instruction on how to improve 14/11/2018

Thank you for attending The End Thank you for attending 14/11/2018