ASSESSMENT FOR LEARNING ASSESSING PUPILS’ PROGRESS

WHAT IS APP? It is a structured approach to assessment, based on the Assessment Focuses that underpin the N.C. It allows teachers to: It is a structured approach to assessment, based on the Assessment Focuses that underpin the N.C. It allows teachers to: track pupil progress in Reading and Writing through KS3; track pupil progress in Reading and Writing through KS3; use diagnostic information about pupils’ strengths and weaknesses. use diagnostic information about pupils’ strengths and weaknesses.

The Assessment Focuses: Reading AF1 Use a range of strategies, including accurate decoding of text, to read for meaning AF1 Use a range of strategies, including accurate decoding of text, to read for meaning AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF3 Deduce, infer or interpret information, events or ideas from texts AF3 Deduce, infer or interpret information, events or ideas from texts AF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level AF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level AF5 Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level AF5 Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level AF6 Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader AF6 Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader AF7 Relate texts to their social, cultural and historical contexts and literary AF7 Relate texts to their social, cultural and historical contexts and literary

Writing AF1 Write imaginative, interesting and thoughtful texts AF1 Write imaginative, interesting and thoughtful texts AF2 Produce texts which are appropriate to task, reader and purpose AF2 Produce texts which are appropriate to task, reader and purpose AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 Construct paragraphs and use cohesion within and between paragraphs AF4 Construct paragraphs and use cohesion within and between paragraphs AF5 Vary sentences for clarity, purpose and effect AF5 Vary sentences for clarity, purpose and effect AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF7 Select appropriate and effective vocabulary AF7 Select appropriate and effective vocabulary AF8 Use correct spelling AF8 Use correct spelling

The Basic APP Approach At key intervals (fitting in with departmental assessment policy) teachers review work using APP guidelines to build a profile of individual attainment. At key intervals (fitting in with departmental assessment policy) teachers review work using APP guidelines to build a profile of individual attainment. Teachers use the Assessment Guidelines (grids) to monitor progress. Teachers use the Assessment Guidelines (grids) to monitor progress. A bank of resources is also available to use. A bank of resources is also available to use.

APP allows... Teachers to analyse pupil strengths and weaknesses in each Assessment Focus. Teachers to analyse pupil strengths and weaknesses in each Assessment Focus. Teachers to assign N.C. Levels. Teachers to assign N.C. Levels. Teachers to set targets and plan lessons. Teachers to set targets and plan lessons. Teachers to involve pupils more fully in their learning. Teachers to involve pupils more fully in their learning.

APP is effective because: It embraces formative and summative assessment; It embraces formative and summative assessment; It supports teacher judgements; It supports teacher judgements; It increases consistency and reliability; It increases consistency and reliability; It facilitates conversations with pupils; It facilitates conversations with pupils; It informs transition; It informs transition; It identifies pupils who need support; It identifies pupils who need support; It produces improved marking and reporting It produces improved marking and reporting It encourages personalised learning It encourages personalised learning

The Materials... A Handbook A Handbook Assessment Guidelines (grids) Assessment Guidelines (grids) The Standards File (the assessed and annotated work of 16 pupils) The Standards File (the assessed and annotated work of 16 pupils) 24 Tasks ( lesson plans, resources, teacher book, pupil anwser book, assessed answers) 24 Tasks ( lesson plans, resources, teacher book, pupil anwser book, assessed answers)

Issues? Implementation Implementation Training Training Management / time Management / time