Assessment Framework CPD Maureen Brice, Peter Gorrie, Alison Kidd

Success Criteria from last session I can confidently lead the development/updating of an assessment framework/policy (as part of L & T policy) for my school which results in a improved outcomes for learners I will have a better understanding about a range of approaches to moderation I will have had the opportunity to share ways other schools are tracking pupils progress

Feedback proposed changes additions to session 2 Examples of good practice of an assessment framework in other schools/authorities Recording progress and tracking What kind of evidence should be kept-recording procedures, planning for assessment Demonstration of effective use of NAR

Moderation

Update Standardised test tracker TrackingStandardisedTests.xls Moderation - RME example – Jen Goodall Moderation – authority update

Moderation to Improve Learning

Provisional overall figures CfE Levels Languages Mathematics Stage %age P1 (ES and better) 70 P4 (1S and better) 55 P7 (2S and better) 50 Based on data entered in SEEMiS – June 2012 BtC3 Page 18

Security at a level Secure   • has achieved a breadth of learning across almost all of the experiences and outcomes for the level, including any significant aspects of the curriculum area • has responded consistently well to the level of challenge set out in these experiences and outcomes • has moved forward to more challenging learning in some aspects; and • has applied what he/she has learned in new and unfamiliar situations. Building on previous learning and progress, the learner has demonstrated a broad range of skills and knowledge , including the significant aspects of learning highlighted for reporting, across almost all the outcomes for the subject contexts or organisers for the curriculum area. The learner has been consistently successful in meeting the level of challenge required across almost all the outcomes for the subject contexts or organisers for the curriculum area.  The learner has successfully applied the broad range of skills and knowledge required by the level , including the significant aspects of learning, for example in new contexts (eg across learning, within subject contexts / curricular areas) not previously experienced in areas of the life and work of the school that are new within new contexts for personal achievement confidently explaining their learning to others

What is application? Application refers to how knowledge and understanding, attributes, capabilities and skills (including higher-order thinking skills) are used in new and unfamiliar contexts so that they become transferable and secure. This is about learners becoming flexible and adaptable in the way they apply their learning. Examples of progress in application of learning include: using skills and knowledge in different situations; using skills and knowledge in creative and innovative ways; finding, selecting, sorting and linking information from a variety of sources; using information for different purposes; creating texts to persuade, argue and explore ideas; recording and presenting thinking in different ways; and presenting, analysing and interpreting evidence to draw conclusions.

Planning learning to assess security / achieving a level Choose a curriculum area What activities do your pupils currently experience which allow them to demonstrate security / achievement of a level? What can we do to ensure that more children are secure / achieve at a level? What is manageable / reasonable to record of this achievement?

Learner Journeys

Does the learner journey reflect Does the learner journey reflect an approach to demonstrating progress and recording security at a level?