GADd – 23/4/10 Plas Menai Focus: Self Evaluation at work – beginning to respond to Estyn’s 2010 Framework

Rhaglen / Programme: Cyrraedd a choffi / Arrival and coffee 9.30 – 9.45Croeso a throsolwg o’r diwrnod / Welcome and overview of the day 9.45 – 10.15Prosiect Cynllunio ar draws y Cwricwlwm – Cyflwyniad ar waith Ysgol Uwchradd Bodedern Skills Project, Catrin Jones Hughes Rhannu CD deunyddiau y prosiect / Sharing project CD – 11.15Sesiwn 1 / Session 1 – Hunan Arfarnu ar waith - Gosod cyd-destun / Self-evaluation at work Cyflwyniad i’r Fframwaith Arolygu Cyffredin ar gyfer Medi 2010 / Introduction to the Common Inspection Framework for September 2010 Goblygiadau Arolygon Byr i drefn hunan arfarnu ysgolion/adrannau / Implications of Short inspections on whole school and departmental self evaluation Susan Edwards, Cynnal – 11.30Coffi / Coffee – 12.30Sesiwn 2 / Session 2 – Ffocws ar safonau dysgu ac addysgu / Focus on the standards of learning and teaching Dysgu ac Addysgu effeithiol – dilyniant i weithdy’r Gynhadledd Penaethiaid a Dirprwyon yn canolbwyntio ar asesu ar gyfer dysgu a meddwl / Effective teaching and learning – follow on from the Heads’ and Deputies’ Conference focusing on assessment for learning and developing thinkingElan Davies, Cynnal – 1.15Cinio / Lunch 1.15 – 2.00Sesiwn 3 / Session 3: Rhannu datblygiad offerynnau canllaw / Sharing guidance instrument develoments Ffocws ar ddata – cyflwyniad i – o’r fframwaith arolygu cyffredin – ystyriaethau a cefnogaeth ar gyfer adrannau / Focus on data – an introduction to – of the common inspection framework – considerations and support for departments. Diweddariad ar y canllawiau safonau sgiliau / Update on the skills standards guidance – 3.00Sesiwn 4 / Session 4: Datblygiadau Eraill / Other Developments Diweddariad ar Asesu yn CA2 a CA3 – rhannu gwybodaeth ac ystyried goblygiadau i’r dyfodol / Update on Assessment at KS2 and KS3 – sharing information and considering implications for the future. Grwpiau Datblygol GADd - Haf 2010 / GADd Development Groups – Summer – 3.15Cloi ac Arfarnu / Close and evaluate.

Session 2: Focus on the standards of teaching and learning Effective teaching and learning – follow on from the Heads’ and Deputies’ Conference focusing on assessment for learning and developing thinking Elan Davies, Cynnal

What do we already know? Pair A – Good learning Pair B – Good teaching

What do we already know? Pair A – Good learning Pair B – Good teaching

Watch the video. Which good teaching and learning features did you observe? What evidence is there? WATCHTHINK

Pay specific attention to developing thinking and assessment for learning. WATCH THINK

Assessment for learning Thinking SELF and PEER ASSESSMENT DEVELOPING REFLECTING QUESTIONING FEEDBACK PLANNING Questioning Determining success criteria Monitoring progress Reflecting: Reviewing outcomes and success criteria Reviewing the process/method Evaluate own learning and thinking Help:

Estyn Framework – Assessment for learning How well does oral feedback and marking enable pupils to see how well they are doing and what they need to do to improve? Do staff encourage pupils regularly to make a note of feedback? How well does feedback develop pupils’ ability to assess their own performance and their peers’ performance; and Does assessment information steer future planning?

KS2-3 Assessment Developments: Brief Overview National Pilot – (Summer-Spring) 4 core subjects and Welsh Second Language Focus on learner profiles as the next stage in ensuring consistency in teacher assessments Moderation of Primary and Secondary catchment area profiles for end of KS2 and KS3 (Year 6 and 9) Focus on levels 4 and 5 (3 and 4 in Welsh Second Language)

Timetable: Pilot Regional Meetings – 21ain, 26ain a 27ain o Ebrill; Submission of Learner Profiles – October 2010; External Moderation of Learner Profiles November 2010; Need for external moderators, especially Primary (Team of 5x KS2 and 5xKS3); and Feedback to clusters following moderation.

Important considerations: Standardisation and Moderation Standardisation involves a process of using samples of the work of the same learner or of different learners to enable teachers to reach agreement on levels of attainment by confirming a shared understanding of the characteristics of a level. Materials collated for standardisation purposes... are described as the school, department or cluster standardisation portfolio which is used as a reference source of evidence.

Moderation at the end of a key stage, where a ‘best fit’* judgement on an individual learner’s level of attainment is made. This is exemplified through ‘a range of work of an individual learner, a learner profile... to assist judgements to be made at the end of a key stage, through moderation’. Important considerations: Standardisation and Moderation

Defining ‘best fit’: “... to recognise progress within a key stage, best-fit judgements could use the features of adjacent level descriptions to indicate whether a learner is working at the lower end, securely within, or at the top end of a broad National Curriculum Outcome/Level. Typically, a learner at the lower end of an Outcome/Level shows mainly characteristics of that Outcome/Level across a range of work, but may still have some characteristics of the previous Outcome/Level in some aspects of the work. A learner securely within the Outcome/Level demonstrates the characteristics of that Outcome/Level across a range of work. A learner at the top end of an Outcome/Level demonstrates clearly characteristics of that Outcome/Level across a range of work with some examples of characteristics of the next Outcome/Level. Special schools and mainstream schools can use such best- fit judgements to share information about individual learners, within and across schools. At the end of a key stage, learners’ attainment must be reported in terms of the most appropriate whole Outcome/Level. All attainment at the lower end, securely within or at the top of an Outcome/Level should be recorded as being at that level. [Ref. ‘Making the most of Assessment’, page 8]

The role of cluster contacts: to receive information from WJEC ; to co-ordinate with the other cluster contact; to feedback WJEC correspondence/ information meeting materials to the other schools in the cluster; and to send the cluster’s sample evidence to WJEC when requested. 17

Process All cluster schools should play an active part in deciding on best-fit by: identifying learner profiles for the cluster group to use as a source of evidence. attending cluster group meetings to moderate selected learner profiles agreeing the moderated outcomes and adopting the cluster’s moderated learner profiles as benchmarks within their individual schools. applying these benchmarks to future teacher assessment and in particular to end of KS2/3 teacher assessment. 18

Assessment at KS2-3: Where are we now?

KS2-3 Assessment: Where are we now? SUBJECT / Process WELSHENGLISHMATHEMATICSSCIENCE Joint standardisation and producing a catchment area portfolio Moderation and agreeing on end of KS2 and KS3 best fit catchment area profiles at relevant levels

KS2-3 Assessment: Future planning Pilot in likely to lead to an external moderation exercise in the 5 subjects over a cycle of 3 years – Catchment area submission over the 3 year cycle.

KS2-3 Assessment: Identifying the next steps? SUBJECT / Time WELSHENGLISHMATHEMATICSSCIENCE Moderation and agreeing on end of KS2 and KS3 best fit catchment area profiles at relevant levels for the national exercise – moderation of KS2-3 teacher assessments in the core subjects /11 (Autumn 2011) 2011/12 (Autumn 2012) 2012/13 (Autumn 2013)

GADd Development Groups: Asesu – Cofnodi ac Adrodd Assessment – Recording and Reporting Llythrenneddd – ymateb i ffocws Estyn ar safonau llythrennedd ar draws y cwricwlwm Literacy – responding to Estyn’s focus on standards of literacy across the curriculum Asesu – Asesu ar gyfer Dysgu Assessment - AfL TGCh – dysgu ac addysgu effeithiol yn yr G21ain ICT - effective teaching and learning in the 21 st century

Objectives and timescale: 2 meetings during the Summer Term 2010 Looking together at documentation and specific aspects Agreeing on priorities/main messages to feed back through the Group during 2010/11 Dates of meetings:

Assessment – document update ‘Making the Most of Assessment’ (DCELLS) Assessment for Learning: AAIA’s ‘Managing Assessment for Learning’ ‘Assessment for Learning: why, what and how?’, Kings College, London ment_for_learning/AfL_A%20Practical%20Gui de.pdf ment_for_learning/AfL_A%20Practical%20Gui de.pdf

Literacy: Document update Datblygu Uwch-sgiliau llythrennedd ar draws y cwricwlwm / Developing Higher-order literacy skills across the curriculum [Mawrth/March 2010] Canllaw ar addysgu uwch-sgiliau darllen ar draws y cwricwlwm yn CA2 a CA3 / Guidance on the teaching of higher order reading skills across the curriculum at KS2 and KS3 [Ebrill/April 2010?] Canllaw ar addysgu ysgrifennu ar draws y cwricwlwm yn CA2 a CA3 / Guidance on the teaching of Writing across the curriculum at KS2 and KS3 [Ebrill/April 2010?]

Close and Evaluate: