Calderdale and Kirklees SCITT June 2015 Ian Ross.

Slides:

Advertisements

Similar presentations

Assessment FOR Learning in theory

Advertisements

Planning for Learning and Teaching, Assessment and Moderation

Assessment of Learning Often called summative assessment Takes place after the learning Focuses on pupils achievements Is used to provide feedback to.

School Based Assessment and Reporting Unit Curriculum Directorate

Fox Covert Primary School

Key Stage 3 National Strategy Standards and assessment: session 1.

Key Stage 3 National Strategy Standards and assessment: session 2.

What is the meaning of Meaning?. Is this a good question?

Transforming lives through learning Learner Dialogue & Profiling.

The NAR flowchart – the moderation cycle

Introduction to: Assessing Pupil Progress (APP)

Assessment The purpose of this workshop / discussion is to extend further teachers’ understanding of the Department's Assessment Advice. This workshop.

Primary Assessment Updates April 2014

3 to 18 Curriculum Early Level - pre-school to P1 First Level – P2 to end of P4 Second Level – P5 to P7 Third and Fourth Level – S1- S3. Many pupils will.

LEARNING WALKS How we can share good practice and learn from one another. Jo Lakey School Improvement Officer.

1 Classroom management and partnerships Working in partnership with pupils.

Transforming lives through learning Profiling and Profiles Sheila Quigley.

The role of the mathematics subject leader in leading sustainable improvements Thursday 23 rd September 2010 Jo Lakey School Improvement Officer.

Curriculum for Excellence Primary School Leadership Conferences

In Crookfur Primary School.  5-14 Assessment  Standardised Test information  Gathered assessment information termly  Target Setting  Skills planner.

PDHPE K-6 Using the syllabus for consistency of assessment © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training.

© Crown copyright 2008 Slide 1 AfL with APP for progression at Key Stages 2 and 3 Alan Howe Senior Director National Strategies.

Tracking Progress in the Broad General Education Lyndsay McRoberts Kyle Academy.

Transforming lives through learning Profiling 3-18.

Feedback and Next Step Marking

Curriculum and Assessment in Northern Ireland

Making sense of Assessment for Learning Ann Madgwick & Jo Walls 29 June 2007.

Improving relevant standards. Aims and objectives Familiarize ourselves with best practice standards of teaching To think about how we can implement the.

Also referred to as: Self-directed learning Autonomous learning

© Crown copyright 2008 Slide 1 AfL with APP for progression at Key Stages 2 and 3 Alan Howe Senior Director National Strategies.

Lesson observations: evaluating the quality of teaching and learning.

Raising standards, improving lives The use of assessment to improve learning: the evidence 15 September Jacqueline White HMI National Adviser for Assessment.

Understanding Teachers Standards. Objectives of the session To develop an understanding of the teachers standards To start thinking about the relevant.

Assessment for learning

Moderation. What it’s not Moderation can provide: Insights into the standards attained by different pupils: progress (learning over time) rate of learning.

A Parent’s Guide to Formative Assessment Communication is Key! Education is shared between the home and the school. Good communication is important as.

The Key Attributes of a Successful School. 1.A belief that every child matters and can achieve at the highest level – a culture, ethos and vision that.

Making Learning and Progress Visible Harnessing the Freedoms of Life Without Levels Tim Sully and Jenny Short.

© Crown copyright 2008 Subject Leaders’ Development Meeting Spring 2009.

What is assessment for learning?

Assessment Information Evening 17 th September 2015.

Helmingham Community Primary School Assessment Information Evening 10 February 2016.

Some Definitions Monitoring – the skill of effectively over- viewing and analysing a learning situation Assessment – is the closer examination of pupil’s.

 As part of Government reforms, the system of national curriculum levels used to report pupil’s attainment and progress have been removed.  Schools.

Building Reflective / Evaluative Capacity in Pupils Curricular Evening Thursday 12 th November 2015.

Good Evening St Nicolas’ CE School KS1 SATs Information Evening 2013.

© Crown copyright DOM-EN Mathematics Using Assessing pupils' progress (APP) to support the teaching and learning of mathematics.

Assessment and PSHE By far the weakest aspect of teaching was the assessment of pupils’ learning which was often less robust for PSHE education than for.

Assessment and Assessment for Learning OER4Schools Unit 4 Session 1.

Using AfL in Mathematics. Lynne Startin

1 Key Stage 1 Teacher Assessment Training January 2010.

ENGLISH APP TRAINING Cohort 3 NOVEMBER AIMS To be familiar with the APP materials and how they link together To develop understanding of the APP.

A Curriculum for the future The new Secondary Curriculum.

Leading on learning – making best use of assessment for learning. Headteachers & Senior Leaders CPD Day 2 Session 2.

ASSESSMENT WITHOUT LEVELS IN THE CULM VALLEY FEDERATION.

2015 / 2016 and beyond.  1. High quality leadership drives school improvement  2. Quality of teaching and learning  3. Quality of maths provision 

Analysis of Research and Impact on Practice, Action Planning Monday December 13th.

Learning Objectives By the end of this session you… MUST: have pretended to enjoy it. SHOULD: have stayed awake. COULD: even have got a couple of ideas.

Using evidence to review and moderate students’ progress against the Teachers’ Standards Explain that the review will relate directly to three different.

New Assessment Routines: Update for Parents

Using evidence to review and moderate students’ progress against the Teachers’ Standards Explain that students should have provided their TP files and.

Modern Foreign Languages PGDipEd, UB

Work Scrutiny Charlton Park Academy November 2016.

The Highland Council Learning and Teaching Reflection Framework

Progression and the Primary Framework

Assessment for Learning

Assessment The purpose of this workshop / discussion is to extend further teachers’ understanding of the Department's Assessment Advice. This workshop.

Assessing Pupil Progress in Science (APP) Department CPD session Spring 2009 Slide 0.1.

Upper KS2 Target Setting

Welcome to Oldway! Please help yourself to refreshments…

Presentation transcript:

Calderdale and Kirklees SCITT June 2015 Ian Ross

 To continue to understand the common terms used in assessment and pupil progress  To develop skills in AfL to support progress of pupils  To moderate some maths work to ensure consistency

Wh at has this got to do with Curriculum 2014? Which year group? Why?

Good AfL leads to good progress

‘Assessment does not sufficiently inform teaching and learning.’

How do you assess now? What do you use your assessments for? What evidence do you use to inform your judgements?

Close-up = day-to-day

Standing back = periodic

Public view = transitional

Assessment for learning… Is part of effective planning Focuses on how pupils learn Is central to classroom practice Is a key professional skill Is sensitive and constructive

Fosters motivation Promotes understanding of goals and criteria Helps learners know how to improve Develops the capacity for self (and peer) assessment Recognises all educational achievement

planning for peer and self assessment sharing and talking about learning objectives, outcomes and success criteria observing and listening giving oral and written feedback explaining and modelling questioning

For each slide decide on a year group and explain your reasoning. You can talk to your neighbour!

 Be accountable for pupils’ attainment, progress and outcomes  Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these  Guide pupils to reflect on the progress they have made and their emerging needs  Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching  Encourage pupils to take a responsible and conscientious attitude to heir own work and study.

 Have a go at deciding as a group of 3 or 4 what level each of these children are working at.  How do you know?  What are their next steps?

 Most schools will use an electronic tracking system e.g. target tracker. You input the data and it does it all for you.  But…….  A manual system helps you get to grips with expected progress and identifies groups that aren’t doing as well. Some schools still use the grey box sheets and some even use the pink box sheets.

 In pairs of mixed year groups work through your examples of work.  Why have you chosen a level for a child?  What progress have they made?  What are your next steps?  Does your partner agree? Share your findings with the Group.