1. The Future for Assessment? Assessing Pupil Progress (APP) as a tool for effective Teacher Assessment in Primary Science

2. The learner is at the heart of assessment Good assessment helps develop successful learners recognises strengths and areas for development and clearly identifies ways for the learner to progress reflects the learner’s needs and brings about attainment and progress encourages learners to take a central role in their own assessment

3. Assessment needs to provide a view of the whole learner Assessment that values and profiles a wide range of attitudes, dispositions and skills as well as achievements in subjects draws on a broad range of evidence, including beyond the school involves those that know the learner best- parents, peers, members of the wider community

4. Assessment is integral to teaching and learning Embedding assessment in the curriculum is essential to creating personalised learning helps teachers to be flexible enough to recognise learning as it happens results in decisions and actions both through day-to-day interactions with learners and taking a periodic overview of progress

5. Assessment includes reliable judgements about how learners are doing…related to national standards and expectations Linking assessment to national standards is essential – for consistency within and across schools – tracking progress – evaluating impact High quality teacher assessment is supported by Assessing Pupils’ Progress (APP) guidelines

6. Assessing Pupil Progress The importance of keeping it simple… 1.Generate evidence from teaching 2.Review the evidence periodically 3.Make a judgement 4. Use information from APP

7. Assessing Pupil Progress Some misconceptions APP is not….. about QCA producing tests or tasks about collecting vast portfolios of written evidence a curriculum planning tool (although it does inform planning)

8. Assessing Pupil Progress in Primary Science Timeline L1 – L8 Science Guidelines – available on National Strategies website NOW Science Standards Files – National Strategies website NOW No Hard Copy : http://nationalstrategies.standards.dcsf.gov.uk/node/ 249428

9. Assessing Pupil Progress in Primary Science Science Assessment Guidelines Cover Levels 1 – Level 8 5 Assessment Focuses AF1 Thinking scientifically AF2 Understanding the applications and implications of science AF3 Communicating and collaborating in science AF4 Using investigative approaches AF5 Working critically with evidence

10. How does APP match to Sc1? AF1 Thinking scientifically AF2 Understanding the applications and implications of science AF3 Communicating and collaborating in science AF4 Using investigative approaches AF5 Working critically with evidence Ideas and Evidence Planning Obtaining and presenting evidence Considering and evaluating evidence

11. AF1 Thinking scientifically AF2 Understanding the applications and implications of science AF3 Communicating and collaborating in science AF4 Using investigative approaches AF5 Working critically with evidence 1.Asking questions and having ideas 2.Deciding an appropriate approach 3.Planning in detail what to do 4.Predicting what might happen 5.Choosing what equipment to use 6.Using equipment 7.Making observations and taking measurements 8.Presenting evidence 9.Drawing conclusions and describing patterns and trends 10.Comparing results to predictions and making further predictions 11.Explaining evidence 12.Evaluating

12. AF1 Scientific thinking Weighing up the evidence Finding an explanatio n Developing scientific ideas Science ideas must be based on evidence

13. AF2 Applications, implications and cultural understanding of science Using science to help people The benefits and drawbacks of science The effect of science on people The role of a scientist

14. AF3 Communicating and collaborating in science Presenting the findings of investigations Collaborating and sharing results and ideas across the world Using scientific language Explaining different ideas

15. AF4 Using investigative approaches Planning an investigation Collecting experimental data Constructing a fair test Working safely

16. AF5 Working critically with evidence Evaluating Thinking about errors and odd results Looking for patterns in results Drawing conclusions

17. Assessing Pupil Progress in Primary Science Science Standards Files Levels 1 – 5 10 Standards Files 5 Training files – with no commentary Emphasis on breadth of ‘evidence’ – including, sound clips, video, teacher scribed notes…as well as children’s recording Representative of effective practice – creative and innovative, as well as everyday starting points

18. Standards files Yr Level Pupil AFs and levels AF1 AF2 AF3 AF4 AF5 1 Secure 1 Trenyce L1 L1 L1 L1 L1 1 High 1 Joshua L2 L1 L1 L1 L1 1 Secure 2 Emma L2 L1 L2 L2 L2 3 Secure 2 Luke A L2 L2 L3 L3 L2 5 Secure 3 Luke B L3 L3 L3 L3 L3 3 Secure 3 Manushree L3 L3 L3 L3 L4 4 Low 4 Christopher L4 L3 L4 L3 L4 6 High 4Holly L5 L4 L5 L4 L4 6 Low 5 Ciaran L5 L5 L5 L5 L5 6 Secure 5 Zoe L5 L5 L5 L5 L5

19. Make comparisons between simple features or components of objects, living things or events Teacher note: Emma was able to describe a pencil as ‘rigid’, ‘hard’ and ‘non- magnetic’, and with guidance she could write these terms and draw a picture of a pencil (based on a picture … where?). She could use the same terms for a magnifying glass, adding ‘transparent’, and she drew her own pictures. Assessment commentary Emma answered questions stimulated by sense experience and made comparisons between features of materials (AF1).

20. Assessing Pupil Progress in Primary Science What should Subject Leaders (and schools) do to prepare? Review Sc1– What’s the emphasis on Sc1 like across classes? What’s the balance between practical activity and paper based ‘knowledge’ tasks? How about progression in skills? Start talking to staff about teacher assessment and understanding of ‘levelness’ in Science. How confident are teachers in judging children’s progress, without using a ‘test’?

21. Assessing Pupil Progress in Primary Science What should Subject Leaders (and schools) do to prepare? Review assessment in science processes already in place. Are levels for science reported at end of year? Look at draft Assessment Guidelines and consider these in the context of children’s science curriculum ‘diet’ How confident do you, as Subject Leader, feel in supporting others?