Making assessment more meaningful and manageable Deborah Weston

NOW Assessment expertise external to classroom and school systems Separation of day-to-day assessment from national standards Assessments seen as reliable because external to the school Progress is articulated through numbers (4, a/b/c, 5) National standards communicated through test scores Teachers reliant on short tests for evidence of achievement Dominant assessment techniques are specific events rather than part of daily teaching and learning High value assessments at the end of stages, not useful for individual progress Some features of the current system

Teacher and pupil perspectives NOW Teacher/pupil We do a lot of practising for the tests Some of us are better at tests, some of us can’t show our best in them We do other activities like drama and d&t when we have done our work for the tests My family always wants to know what level I’m at, not what I’m good at I raise test scores by training pupils thoroughly for them I try to ‘second guess’ what will be in the tests The test scores of my pupils affect my performance management judgements We have to give levels to pupils once a term, whether they’ve progressed or not The test scores do not always reflect what I know of pupils’ performance

Assessment systems- Where are we now? NOW Assessment expertise external to classroom and school systems Separation of day-to-day assessment from national standards Assessments seen as reliable because external to the school Progress is articulated through numbers (4, a/b/c, 5) National standards communicated through test scores Teachers reliant on short tests for evidence of achievement Dominant assessment techniques are specific events rather than part of daily teaching and learning High value assessments at the end of stages, not useful for individual progress

Pupils and Teachers- Where are we now? NOW Teacher/pupil We do a lot of practicing for the tests Some of us are better at tests, some of us can’t show our best in them We do other activities like drama and d&t when we have done our work for the tests My family always wants to know what level I’m at, not what I’m good at I raise test scores by training pupils thoroughly for them I try to ‘second guess’ what will be in the tests The test scores of my pupils affect my performance management judgments We have to give levels to pupils once a term, whether they’ve progressed or not The test scores do not always reflect what I know of pupils’ performance

Pupils and Teachers- Where do we want to go? A POSSIBLE FUTURE Personalised I know that my colleagues share the same expectations I am supported by my school systems and by assessment experts My teacher gives me feedback which helps me progress day by day I know how I am progressing and what to focus on next… I do different tasks to show what I can do When I move class my new teacher understands where I am and what I need to do next … and my family knows it so they help me too I build my knowledge of my pupils into my planning and teaching I know my pupils’ strengths and areas for development I understand national standards in detail I recognise learning and achievement in the classroom My pupils make faster progress than they used to

Assessment: ways of looking Close upStanding back Public view

Ways of looking – pupils Close up immediate feedback in significant aspects relevant next steps reflection on learning as it is happening Public view formal recognition of achievement influences future opportunities and next choices

Close up detailed interaction with learners within particular contexts changes in short-term planning Public view related to national standards – often externally validated for next teacher – limited impact on own teaching used for teacher and school accountability curriculum often narrowed to form and criteria of final assessment Ways of looking- teachers

How am I doing in this subject/aspect as a whole? What are the main areas where I need to improve? Where do I show what I know and can do? For pupils For teachers How well are my pupils achieving overall? Can I see the wood as well as the trees? Where are the gaps in learning? How do national standards inform my teaching? What’s missing

Ways of looking-standing back Pupils applying learning in different contexts using independence and choice revealing strengths and areas for development Teachers profile of attainment against national standards patterns of performance adjusts medium-term planning and pedagogy tracks progress makes connections across learning contexts promotes broad curriculum coverage

Assessment- Ways of looking Standing back Public view Close up Day- to-day PeriodicTransitional

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

Day- to-day Periodic Transitional Year 6/9 term 2 Day- to-day Periodic Transitional Year 3/7 term 1 Day- to-day Periodic Transitional How the three views of assessment interrelate

Day-to- day Periodic Transitional Specific context Detailed level Small steps Next lesson Apply criteria based on national standards to a range of work Track progress and agree targets for improvement based on broad evidence Pupil profiles, based on APP criteria, for next teacher and parents/carers Data profiles give picture of attainment of group / class May include evidence from tests/tasks Specific context Detailed level Small steps Next lesson APP / SecondaryPrimary Form judgements across the subject, including key processes and concepts Reference to level descriptions for ‘best fit’ judgements Judgements based on broad experience of subject Accumulation of evidence based on performance over time Applying the model

How does Assessing Pupil’s Progress (APP) work? The APP approach is straightforward. In line with their school assessment policy and practice teachers periodically review collections of pupils’ work, using the assessment guidelines, and build a profile of their achievements. Through their day-to-day interactions, observations and ongoing assessment teachers see evidence of what pupils understand and can do. APP is most effective when it draws on a broad range of evidence that shows what pupils can do independently.

Generating Evidence from teaching Assessment evidence could include: extended or shorter focused pieces of writing in a variety of different forms for a range of purposes information from different curriculum areas text annotation or visual organisers such as thought mapping, storyboards or timelines oral work such as pupil presentations to the class, contributions to class discussions, drama activities or discussions with teachers observing pupils’ behaviour and interactions pupils’ self-assessment.

How might this work in practice? 4/assessment/exemplification/standards- files/re/religious-education-level5.aspx 4/assessment/exemplification/standards- files/re/religious-education-level5.aspx

Periodic Assessment: Religious Education J (Year 7) What do Hindus believe and how do their practices help them to express their beliefs? An example of periodic assessment at Level 5

What’s the task? J was asked to formulate a number of questions about the cow protection in the context of Hindu beliefs. In this task she was suggesting answers to questions raised by the study of Hinduism, using relevant Holy books and evidence What’s the context? J had learned about reincarnation (samsara), karma, dharma and ahisma before investigating the impact of these beliefs on cow protection

What’s the task? J was asked to formulate a number of questions about the cow protection in the context of Hindu beliefs. In this task she was suggesting answers to questions raised by the study of Hinduism, using relevant Holy books and evidence What’s the context? J had learned about reincarnation (samsara), karma, dharma and ahisma before investigating the impact of these beliefs on cow protection What’s the evidence of achievement? J shows that she has understood that religion has an impact a the contemporary debate about Shambo the Bull and has discussed it with reference to Hindu beliefs about the sacredness of cows ‘cows are sacred to Hindus because when Krishna grew up he was a cowherd. They are his favourite animals’. She explains connections between the ethical question of whether or not cows should be protected, the belief that they are sacred and Hindu Scriptures. Evidence to support AT1level 5

Level 5 Attainment target 1 Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. Attainment target 2 Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives. They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion.

In this piece J also provides evidence that she can describe similarities and differences between Hindus. “A lot of Hindus do not get involved because they do not believe cows are special or important.”AT1 Level 4

Level 4 Attainment target 1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people’s lives. They suggest meanings for a range of forms of religious expression. Attainment target 2 Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others.

What’s the task? J was asked to create a shrine that displayed her inspirations and role models and present an oral presentation that explains how their shrine might affect the way that they behave in the world. It was expected that some students might be able to compare their shrine to a Hindu shrine. What’s the context? J had learnt about Hindu worship and the role of shrines in the practices and ways of life of many Hindus

What’s the task? J was asked to create a shrine that displayed her inspirations and role models and present an oral presentation that explains how their shrine might affect the way that they behave in the world. It was expected that some students might be able to compare their shrine to a Hindu shrine. What’s the context? J had learnt about Hindu worship and the role of shrines in the practices and ways of life of many Hindus What’s the evidence of achievement? Jay explains how sources of inspiration and influence make a difference to her own and others lives. She talks about her sister and the impact she has on Jay, other members of her family and friends. This is evident in, for example the statement, ‘this inspires me to the best I can do and to come the top in everything this could mean studying hard and not mucking around in order to achieve the best grades possible’ When she says ‘this also inspires me to help others because they will benefit from my help and this might effect me because I might choose to help someone else’ this shows that the student is aware that her inspirations have on others too. This is evidence to support AT2 level 5

Level 5 Attainment target 1 Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. Attainment target 2 Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives. They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion.

What’s the task? J was asked to annotate the diagram of Ganesh and suggest the meanings for the symbols. The teacher expected some students like J to explain how certain parts of this symbolism would help a Hindu facing an obstacle. What’s the context? J had learned about the concept of God/s in Hinduism and the different symbolism and stories associated with Ganesh and Shiva in particular.

What’s the task? J was asked to annotate the diagram of Ganesh and suggest the meanings for the symbols. The teacher expected some students like J to explain how certain parts of this symbolism would help a Hindu facing an obstacle. What’s the context? J had learned about the concept of God/s in Hinduism and the different symbolism and stories associated with Ganesh and Shiva in particular. What’s the evidence of achievement? This piece of work shows evidence of AT1 level 5 when she explains the impact of the belief in murtis on the lives of individual Hindus. “I think that when a Hindu worships a certain murti for a certain reason, they truly believe this god will help them’ “….after worshipping God they feel stronger, mentally, physically and emotionally…”

Level 5 Attainment target 1 Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. Attainment target 2 Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives. They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion.

Level 4 Attainment target 1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people’s lives. They suggest meanings for a range of forms of religious expression. Attainment target 2 Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others.

Level 4:Attainment target 1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people’s lives. They suggest meanings for a range of forms of religious expression. Level 4:Attainment target 2 Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others. Level 5:Attainment target 1 Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. Level 5:Attainment target 2 Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives. They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion.

Identify opportunities to collect evidence in scheme of work