1. Assessment in PSHE education
Liverpool 2016
Nick Boddington – Subject Adviser - PSHE Association

2. Evaluation J. Assess and Evaluate your PSHE education
Looks at the experience
Considers how effective activities, approaches and materials have been.

3. The activity that helped me learn best was…..
I enjoyed the lesson because……
But it would have been better if……
My group worked well because…….

4. Assessment Looks at the learning
Is the use of activities to gauge what has been learnt and what needs to be learnt.

5. Three possible ways to assess.
You can only ‘assess’ against ‘something’ – otherwise it is just ‘description’!
Norm referenced – against others performance – ‘ranking’.
Criterion referenced – against a set of external criteria
Ispative – assessing progress against our prior selves

6. What can we assess? Knowledge – ‘Before I knew…now I know…’
Understanding and enriching concepts – ‘I can see how this fits into what I already know…’
Skills – ‘I used to be able to…but now I can…’
Vocabulary – ‘I would have called it… but now I know new better words for …’
Language – ‘I would have said…but now I can say...’
Values and beliefs – ‘I used to feel… but now I feel (or feel more strongly about…)’
Confident – ‘I would have felt able to… but now I feel able to…’

7. How can we assess PSHE?
If we have a clear idea about our reasons and priorities for assessment, it helps to clarify which methods are best, who is best placed to assess and then how we can assess it.
Why?

8. Why assess PSHE education?
To monitor our provision.
To give us and pupils (and parents) feedback about their progress and how their learning might be improved.
To provide tracking data for the school.
To improve learning and increase pupils’ motivation.
To classify pupils or give them a ‘level’.
To help pupils to reflect on and identify what they have learnt.
To allow others to see the impact PSHE education is having for learners and for whole-school outcomes.
Do diamond 9 if time

9. ? How? Who? Questioning Continuum Brainstorm Sorting activity Mind-map
Quiz
Graffiti wall
‘Draw & write’
Who?
How many portions of fruit/veg should we eat a day?
What’s 3 in Korean?
Baseline assessment to establish pupils’ starting point. ?
JB Do draw someone who uses drugs if time

10. Draw a healthy person and write around your picture all the things that keep them healthy.

11. Park Bench – starting points

12. Bus stop people – perceptions of peers

13. Sorted – exploring strategies

14. Conversations with a PSHEe alien – insight into concepts
So… how would you explain…
Risk
A healthy lifestyle
Career
Racism
Bullying
Debt
etc…
…to an alien?

15. Graffiti wall
A large sheet of paper is displayed; at the end of each session in a unit of work children draw and write responses to their learning so far and identify next steps in learning.
Questions can be provided to help focus their thinking, for example,
What are the three most important things you have
learned today?
What questions do you still have after today?
Graffiti walls can be used as a before and after record of learning which can be reviewed at the end of a topic to help children to assess their learning from an identified starting point.

16. He runs and keeps healthy by watching what he eats, and plays football.
He is well because he checks every day and if he's poorly he stops but not the diet

18. How do we use AfL to promote learning?
Incorporate AfL
Baseline assessment to establish pupils’ starting point.
JB Whole group discussion – how can we incorporate AfL?

19. Using baseline assessment activities, questioning, mini-plenaries, observation, listening, feedback, feed forward
Incorporate AfL
Baseline assessment to establish pupils’ starting point.
JB Whole group discussion – how can we incorporate AfL?

20. Assessment of learning to measure progress
Incorporate AfL
Baseline assessment to establish pupils’ starting point. JB

21. What activities can we use to demonstrate progress?JB

22. Role play or storyboard Mock TV or radio interviews, blogs, podcasts
Revisit baseline assessment activity e.g. Draw & Write / Brain storm / graffiti wall / mind-map
Role play or storyboard
Mock TV or radio interviews, blogs, podcasts
Leaflets, projects, displays etc.
Presentations
Quizzes
Attainment can be measured against a set of success criteria that are based on your baseline activity and intended learning outcomes.
(Could be ‘I can’ statements; ‘all/most/some’ statements; ‘working towards/at/beyond the intended outcome’ statements) JB

24. eats fruit and veg – 5 a day
likes taking part
exercise
sleeps a lot
eats fruit and veg – 5 a day
does aerobics
doesn't smoke
tried to always go outside
drinks 2 litre every day
always goes on his bike
has chocolate once a week
he's active
does lots of exercise
only spends 1 hour on computer games a day
no junk food
watches what he eats
takes appropriate risks