Assessment and Evaluation of PSHE (Primary)

Intended learning outcomes For those delivering PSHE to develop practical strategies in assessment & evaluation: Reflect on existing practice Clarify the importance of assessment and evaluation in PSHE Become familiar with current guidance Consider a range of assessment and evaluation methods Identify actions to build on existing practice

Reflect on existing practice: In PAIRS for 2 minutes discuss… What do you do? Why is it important? FEEDBACK Why you do it and what it is assessing? What the pupils gain from it? What you do with it?

PSHE PSHE equips children and young people with knowledge and practical skills to live safe, fulfilled and responsible lives. PSHE enables them to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of attitudes and values they encounter now and in the future.

Why assess PSHE Ensures clear progression in teaching and learning and motivates pupils because they become partners in the assessment process Pupils are clear about strengths and weaknesses in their learning Teachers are clear about pupil achievement and how it might be improved Provides an opportunity to raise the “value” and status of the subject by making the learning clear and explicit.

How assessment contributes to effective PSHE Clear learning outcomes shared with the learner A classroom climate that clarifies boundaries, maintains respect and enables pupils to discuss sensitive issues Active learning and participatory teaching methods Often deals with unplanned issues Teachers challenge prejudice and enable pupils to reflect on their own and other peoples’ views Provision is based on identified needs (baseline assessment)

What is needed for assessment, recording & reporting? There is no statutory requirement for end of key stage assessment in PSHE/SRE RECORDING: Schools are required to keep records for every pupil, including information on academic achievements, other skills and abilities and progress made in school REPORTING: Schools must give brief comments to parents on the pupil’s progress in each subject and activity studied. This may be a brief, separate commentary on progress, or as part of the school’s report on other activities in the school curriculum.

Healthy Schools Accreditation PSHE theme Minimum Evidence Requirements 1.1 Uses PSHE framework to deliver a planned programme of PSHE in line with DCSF & QCA guidance 1.2 Monitors and evaluates PSHE provision to ensure the quality of teaching & learning 1.3 Assesses pupils’ progress and achievement in line with QCA guidance

RESULT = higher expectations of teaching and learning To summarise… Without assessment, PSHE cannot demonstrate that it makes a difference Can show that pupils are achieving in PSHE in ways that can help them succeed in other areas of the curriculum. Can provide evidence that school is contributing to Every Child Matters & Healthy Schools RESULT = higher expectations of teaching and learning

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Consider a range of assessment and evaluation methods…

Baseline Assessment (Needs Assessment) Prior to teaching a topic or unit of work, to determine where to start, inform planning, ensure lessons are suitable and relevant to each groups needs and abilities. This will help you: Identify what is already known Clarify learning needs Identify any special educational needs Determine where to start Decide how work should develop (resources)

Examples… Thought shower / Word / Brainstorm: Ask students to call out ideas in response to the statement; ‘What changes happen during puberty’ ‘All the people who can help us if we have a problem’ Draw & Write activities: As above but may work best for younger children, those with poor literacy skills or with English as their 2nd language Values Continuum: To assess ability to express beliefs & listen to others views. Good with older children and those confident in group work Quizzes: To gather baseline knowledge on a topic ‘Everything We Know About’ Sheets: See handout ‘SRE baseline assessment’ Use information gathered to set content & learning objectives collaboratively

Formative Assessment assessment for learning To provide reflection and evidence for use by learners and teachers, to decide where they are in the progress against agreed learning objectives, in order to determine where they need to go next and how to get there. Role play Self-reflection diaries Group observations One to one discussions Presentations Course work

The story so far… A quick means of assessing levels of understanding during a session. Stop at a relevant point in the work you are doing and ask students as individuals (or a group) to summarise the ‘story so far’ what they have learnt about and what they have learnt to do. (they can write this down) You can prompt using questions e.g. We have been learning about assertiveness skills to resist unwanted pressure. Please can you identify the 2 most important things we have learnt. What else do you need to learn about?

Summative Assessment assessment of learning To summarise progress and achievement at the end of a piece of work/topic/unit of work against a set criteria. E.g. Progress & achievement judged in relation to; A set of criteria such as a personal education plan End of Key Stage indicators (QCA) The results of the assessment are used to provide quantitative evidence for reporting to parents, teachers and other professionals & in developing future learning goals.

Examples: Quizzes or questionnaires: This helps to assess what has been learnt & what further work needs carrying out Compare to same quiz at start of topic More open ended quizzes can help to assess understanding of differing attitudes & beliefs Values Continuum: To assess changes in values and beliefs Diamond 9: To assess changes in attitudes and values Feelings Letter: To assess their feelings and additional support needs where relevant Displays / Presentations / Posters / Leaflets Observed Group Activities Before and After Statements Closing Rounds

Identify actions to build on existing practice…

Have a go... Identifying everyday opportunities for assessment in your planning Choose a recent PSHE lesson and look for examples of assessment activities undertaken. Review the variety of types of assessment, ensuring that you incorporate individual, pair and group reflection in the future

Have a go... Using objectives and outcomes Ensure there is a clear focus in your planning on what you intend pupils to learn (objectives) and the evidence to demonstrate that pupils have achieved them (outcomes) Over 4 weeks introduce and focus lessons with objectives and outcomes Question pupils during the lesson to check that they understand the objective and can explain how they know they have achieved it Plan questions and plenaries to focus on outcomes Focus feedback on these objectives and outcomes Record on QCA record sheets (in handouts)

Have a go... Formative assessment strategies Next half term Step 1 Focus on 1 or 2 aspects of formative assessment and identify some strategies to trial in a series of lessons Step 2 After a few lessons, discuss with a colleague what went well and what did not Step 3 Consider what further support or training might help you embed these strategies

Have a go… Involving pupils (Peer & Self-Assessment) Adapt end of KS statements into pupil friendly language to enable clearer feedback and involve pupils in assessment With a colleague, identify existing and potential peer and self assessment opportunities from a SoW/module for a year group Within the next half term, plan opportunities and experiment with a range of strategies Observe pupils assessing their work and give feedback on what they did well and how they could improve Identify tools that can be used by pupils to record their own progress (see handouts) Review the gains made by pupils with a colleague and decide how to embed these strategies

DO YOU HAVE ANY EXAMPLES?… Evaluation Evaluation is concerned with finding out how effective activities, materials and approaches have been in achieving the aims and objectives of a learning experience and their impact on the target audience. Evaluating the provision of PSHE & SRE is particularly important as it offers valuable knowledge and insight for the worker to use so that, as future work evolves and develops, effectiveness is improved. DO YOU HAVE ANY EXAMPLES?…

Please tell me what you thought… Just what I wanted Excellent FIELD OF WORDS Please tell me what you thought… Circle any words that describe the session. You can also add your own words. What I learnt about was…. A laugh Cool Sorted Wicked Interesting Rubbish Alright   Nasty OK Ace Stupid Embarrassing Boring Just what I wanted Excellent

How did you find the session – give a mark out of 10, with 1 = rubbish and 10 = excellent ----------- 10 Name one thing you’ve learnt How could we improve it for next time? Ethnicity: Male/Female: Lesson Evaluation

LIKERT SCALE The Faces Scale     Here are some faces expressing various feelings… Which face comes closest to expressing how you feel about the lesson about ………………………………………………………………..………….?    

In Summary Good practice in assessing pupils current knowledge, skills & attitudes includes using evidence from evaluations of teaching, assessment data, the outcomes of discussions with pupils, and behavioural surveys (HRBS). To improve assessment, schools should: Make good use of the QCA.s assessment guidance and end of Key Stage statements for PSHE www.qca.org.uk Determine pupils current knowledge and understanding before a new topic is taught Plan assessment as a key element of teaching and learning Involve pupils in assessing their own progress Gather evidence on pupils knowledge, understanding and skills Challenge pupils attitudes and raise their awareness of how their actions have an impact on themselves and others.

ISBN: 1904787 274. Published March 2005. 106 pages. Assessment, Evaluation and Sex & Relationships Education A practical toolkit for education, health and community settings Simon Blake and Stella Muttock ISBN: 1904787 274. Published March 2005. 106 pages. Price:  £20.00 www.ncb-books.org.uk/NCB_Books_Sex_Education_16.html

Healthy Schools Officer Anne Carrington Healthy Schools Officer Ealing Council 020 8825 9916 carringtona@ealing.gov.uk