Primary Strategy Subject Leader Briefing April / May 2008 Leading on learning – making best use of Assessment for learning

Aims To provide an opportunity to update Subject Leaders about developments in the Primary Strategy linked to developments in assessment for learning To begin to plan for the implementation of APP (Assessing Pupil Progress)

Strengthening the place of assessment Focusing in a structured way on each childs learning Support and challenge tailored to need Greater levels of engagement with learning Accelerated rates of progress for all, and especially those at risk of underachievement Strengthening the link between learning and teaching by engaging children and parents Clarifying the learning journey for all

The assessment area on the Primary Framework Developing Assessment for learning Assessing Pupils Progress Standards Files

Developing Assessment for learning Assessment Tab

Current issues in assessment Over-emphasis on testing High stakes assessments - results published and used to evaluate school effectiveness Significant accountability and assessment pressure on Y2 and Y6 teachers Limited amount of investment in ongoing assessment and moderation beyond KS1 Shift towards value-added measures has focused attention on monitoring progress over time, highly dependent on accurate and reliable judgements against national standards defined in level descriptions

Some features of the current system

Assessment: ways of looking

Day- to-day Periodic Transitional Ways of looking : key features Assessment for learning Peer- and self-assessment Pupil engagement and immediate feedback Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests / tasks from national sources

APP Background Started in 2003 as a two-year QCA and SNS research and development project funded by DfES on teacher assessment in KS3 English KS3 mathematics followed one year later. Materials for both English and mathematics are now on SNS website KS2 work developed from the Y5 English pilot focused on level 3& pilot (Monitoring Childrens Progress) across KS2 in over 100 schools leading to final version on PNS website in January 2008 Currently being used as part of the Making Good Progress (MGP) pilot

The APP model This is a model of assessment that: –draws on formative approaches and is diagnostic –is periodic and keyed to national standards –integrates assessment into teaching and learning –enhances classroom practice and encourages a broadly based curriculum –is embedded in the Primary Framework –is based on assessment focuses that underpin National Curriculum assessment

APP is based on four key principles Assessment is integral to effective teaching and learning Assessment systems must be fit for purpose National standards are an entitlement for learners, teachers and schools National standards are integral to national expectations of education

The APP process and toolkit Collects together: children's work any other evidence assessment guidance materials Standards Files Identify borderline for attainment target Look through the work for each AF until confident with the criteria that are best fit Highlight applicable AF criteria and tick the level-related box for each Make an overall level judgement

Level 4 description for Ma2 Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. In solving number problems, pupils use a range of mental methods of computation ………………………………………………………… ……………………………………………………….. begin to use simple formulae expressed in words. Pupils use and interpret coordinates in the first quadrant.

6 assessment focuses Calculating Counting and understanding numbers Knowing and using number facts Numbers and the number system Fractions and decimals Operations, relationships between them Mental methods Solving numerical problems Written methods Assessment focuses Framework strands

Intelligent sub-levels c a b

Using the evidence to make judgements: Reading Session 2

Level Descriptions to Assessment Guidelines Reading level 3 Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and information Reading level 4 In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information

Outline of the APP process Teachers select a sample of pupils Each term, they review the full range of available evidence (written, spoken and observed) for each assessment focus They select the appropriate level boundary and arrive at judgements using the assessment guidelines sheet Annotated examples of pupils work provide reference points for teachers (standards files)

Using the evidence to make judgements

Chas – Points to Consider How does the evidence contribute to the completed assessment guidelines? Does this reflect your current understanding of what a low level 5 looks like? How well does this help you to identify strengths and weaknesses? What are the gaps in learning and what does this child need to learn next? Comment on the quality and range of evidence.

For Trevor consider the following: The quality and range of evidence gathered Strengths and weaknesses Next steps in learning

Implications for teaching and learning A broad, rich reading curriculum needs to be in place across the school, including access to high quality texts. Guided reading and individual reading records provide a good basis for monitoring progress. Reading journals are useful in developing an evidence base. Reading should happen across the curriculum.

Using the evidence to make judgements: Mathematics Session 3

Level 4 description for Ma2 Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. In solving number problems, pupils use a range of mental methods of computation ………………………………………………………… ……………………………………………………….. begin to use simple formulae expressed in words. Pupils use and interpret coordinates in the first quadrant.

6 assessment focuses Calculating Counting and understanding numbers Knowing and using number facts Numbers and the number system Fractions and decimals Operations, relationships between them Mental methods Solving numerical problems Written methods Assessment focuses Framework strands

Using the evidence to make judgements

Kate – Points to Consider How does the evidence contribute to the completed assessment guidelines? Does this reflect your current understanding of what a secure level 4 looks like? How well does this help you to identify strengths and weaknesses? What are the gaps in learning and what does this child need to learn next? Comment on the quality and range of evidence.

For John consider the following: Quality and range of evidence Identify his strengths and weaknesses Next steps in learning

Implications for teaching and learning A broad, rich mathematics curriculum needs to be in place across the school, including many opportunities for using and applying. Guided mathematics sessions provide a good basis for monitoring progress. Mathematics should happen across the curriculum.

Using the assessment guidelines Assessment foci help teachers recognise evidence in key elements of reading, writing and mathematics Enable teachers to see a pupils profile of attainment and to share this Provide basis for discussing targets for improvement with pupils, parents and carers Allow progress within a level to be seen Offer an intelligent version of a sub-level! Provide detailed information for the next teacher / school Reveal gaps in curriculum and/or learning

Planning for APP Session 4

Key messages from the pilot Benefits Improved understanding NC levels Assessments made using a wider range of evidence More ownership of responsibility for standards and pupils progress among teachers Integration of assessment with planning for teaching and learning Finding evidence becoming an integral part of everyday classroom activity APP is itself a CPD activity.

Lessons learned – factors that make APP effective involvement of senior leadership time planning for change and starting small tracking is only as good as the teacher assessment that informs it moderation support from the LA APP is a process …. not a tick list

Planning for using APP in your school What are the implications for practice in your school? What will be the starting points?

Next steps Consider CPD provision Central training for Subject Leaders Audit current practice Plan for using APP in your school Further training for all schools in the future

Aims To provide an opportunity to update Subject Leaders about developments in the Primary Strategy linked to developments in assessment for learning To begin to plan for the implementation of APP (Assessing Pupil Progress)