Effective Use of Assessment and Data Winterhill School – October 2014

Introduction Richard Pearson (Senior Mentor Co-ordinator/SLE) Andrew Reeder (Assistant Headteacher/SLE)

Using Data The focus of attention on rigorous recording, analysis and effective use of school data to inform pupil and school progress has never been greater, and is a topic that needs to be foremost in the minds of all teachers and school leaders. Ofsted is taking an increasingly forensic approach to its examination of progress figures – in particular the relative progress of individual groups of children such as those who have special educational needs or are eligible for free school meals.

Accountability Schools will, from 1 September 2013, be able to link teachers’ pay to performance allowing them to pay good teachers more. This includes a teacher’s: impact on pupil progress impact on wider outcomes for pupils contribution to improvements in other areas (eg pupils’ behaviour or lesson planning) professional and career development wider contribution to the work of the school, for instance their involvement in school business outside the classroom

Whole School Data What is measured?

RAISE Online What does this tell you about the school?

RAISE Online Which subjects have shown best performance? Which subjects have Performed less well?

Class Data Task In groups examine the class of data you have. Try to identify: Levels of progress Underperforming cohorts/individuals Reasons for this underperformance Strategies you could employ to address this

Class Data Task

Closing the gap... Wave 3 Highly personalised interventions Wave 2 Additional interventions to enable students to work at age related expectations or higher Wave 1 Quality first teaching -effective differentiation

Assessment for Learning (AfL) AfL helps a learner close the gap between their present understanding and their learning goal. Our job is to: 1.Help students understand their learning goals 2.Help students to close the gap between present performance and their goal

The key AfL strategies Key StrategiesDescription Sharing Learning Expectations Clarifying and sharing learning intentions and criteria for success Feedback Providing feedback that moves learners forward Questioning Engineering effective discussions, questions and learning tasks that elicit evidence of learning Self Assessment Activating students as owners of their own learning Peer Assessment Activating students as instructional resources for one another

Paired Task Articulate your understanding of ….

On your whiteboard write any 5 numbers between You may only write 5. The numbers 16, 17, 18, 19, 20 are worth 10 points each All other numbers are only worth one point What’s your score and what’s the problem?

1. Generate success criteria 2. Model feedback and calibrate levels 3. Students give feedback Specific Constructive Timely 4. Students continue and react Golden Rules for effective student-led assessment: 1. Train students as assessors 2. Assess mid-task so students can act on advice

SpecificConstructiveTimelyStudent-led Rank the examples of teacher feedback on your desks 1. Focus on the success criteria (Specific) 2. Provide clear targets for improvement (Constructive) 3. Ensure students immediately act on feedback (Timely) 4.Provide opportunities for peer/self assessment (Student- led) What are the characteristics of: Effective feedback? Ineffective feedback?

Students’ roles: Timely – Making sure students do act on our feedback in order to improve Wish Response Time = Giving students 4 minutes on returning homework to complete their wish Peer coaching each other to help answer wishes Peer checking wishes have been completed Peer marking improved work at the end of lesson Wish Response Checking = Checking wish was completed by looking back or making response to wish part of next success criteria Our role:

Let’s share some different review activities

Explain how to boil an egg Large words = C gradeMedium words = B grade Small words = A grade

Catch the bus! 1)Run and collect a question 2)Write your answer on the card 3)Check your answer with the teacher 4)Collect another question 5)First team to finish catches the bus!

To be able to effectively create success criteria to facilitate effective review To be able to engage students through effective teacher and student-led feedback To effectively review learning during lessons and respond to the feedback it provides

Progress ladders to measure progress from the start relative to the end of lessons

What are the common characteristics of a successful review? Demonstrates progress directly against learning objectives/success criteria All students are involved Teacher takes action taken in response to improve learning Done early enough in the lesson to adapt plans

Mid-Lesson Reviews of Learning “You need a little more help so to support you let’s......” “You’re getting there so practise a little more by ” “You’ve got it, so push yourself on to ”... come round this table and look at the question again.....pair you up with..... the extension task... the 5 point question... completing the C grade questions Resources which build in different levels of difficulty make this easier

Post Event Challenge Design an effective review of learning Success Criteria: Demonstrates progress directly against learning objectives/success criteria All students are involved Teacher takes action taken in response to improve learning Done early enough in the lesson to adapt plans

Evaluation THANK YOU FOR YOUR PARTICIPATION THIS EVENING

Next Steps What 3 things are you going to use in your next lesson? Can you reflect on something you have done/or seen a colleague do and suggest some changes?