1. Assessment and Personalised Learning Checklists
Thursday 13th November 2013
Helen Westwood
Head of Law – George Salter Academy

2. Assessment
Planned throughout the year – 3 per half term. Used by Post 16 team to monitor progress.
Mock exams – January (Unit 1) and April (Unit 1 and 2)?
Assessments should reflect exam questions e.g. past exam questions or based on assessment objectives from syllabus
Law ( ):
Past exam questions will be used in lessons. Peer/Self/Teacher Assessment – for use in lessons; encouraging students to improve work and show progress; use for differentiation – focus on key areas of weakness; not for assessment data collection – comments for improvement key focus not marks (Formative)
End of Topic – knowledge tests – results used for assessment data collection; feed directly into personalised learning checklists (Summative)
Mock Exams – full practice exam questions to help exam entry decisions

3. Personalised Learning Checklists
Students need to be able to identify specific areas within topics which need to be improved
A PLC creates a clear and specific and INDIVIDUAL learning plan for students
Allows teachers to identify areas which need revising and areas for intervention
Informs planning for the future

4. RAG rating sheets

5. Actus Reus Topic Tracker
Teacher to complete following an end of topic test: Go4schools = Total % for each end of unit topic Red = resit following intervention
Student
Introduction to Omissions
Exceptions to general rule on Omissions
Comment on law on omissions
Causation
Comment on Causation
Overall % 5 24 6 23 9 67
100 A+
90 – 87
Student A 2 18 3 13 41 61 C- A
86 – 84
Student B 20 51 76 B
A -
83 – 80
Student C 10 12 U
B +
Student D 16 29 43 E-
Student E 4 64 C
B -
Student F 22 11 44 66
C +
Student G 21 57 85
Student H 60 90
C -
63 – 60
Student I 1 15 39 58 D+
D +
59 – 57
Student J 30 45 E D
56 – 54
Student K
D -
53 – 50
Student L 34
E +
49 – 47
Student M 35 52 D-
46 – 44
E -
43 – 40
39 and below

6. Actus Reus – Student Tracker

7. Criminal Law Tracker – Sept-Nov

8. Personal Learning Checklist - Points to consider
Each section has individual RAG settings. For example:
20 marks (13 plus = Green; 8-12 = Amber; under 8 = Red)
10 marks (7 plus = Green; 4-6 = Amber; under 4)
% (70% plus = Green; 40% plus = Amber; less than 40% = Red)
RAG rating based on numerical values (set by teachers) related to expected AS/A2 level performance.
Could this be adapted to individual students target grades?
Keep generic RAG for scores on knowledge tests; but for the total percentage individualise RAG - so if target grade A 80%plus as total percentage = GREEN; if target grade D 40% plus as total percentage = GREEN
Could the total score just be annotated where necessary by teacher. See Example: Student F = 30% in end of unit score (RED ) but target grade D so teacher RAG assessment (AMBER)

9. Personalised Learning Checklists
Assessments
Personalised Learning Checklists
Targeted Intervention and support by staff
Independent Study and revision by student

10. Assessment and PLC’s Key Points
Assessments:
Rigorous
Regular
Linked to syllabus assessment criteria
Results able to be used by others to support
Personalised Learning Checklists:
Clear
Specific
Individual
Able to be used by others to support
Able to be used to inform future planning