Presentation is loading. Please wait.

Presentation is loading. Please wait.

Finding the balance for assessment

Published byElizabeth Curtis Modified over 6 years ago

Similar presentations

Presentation on theme: "Finding the balance for assessment"— Presentation transcript:

1 Finding the balance for assessment
VALIDITY Does it assess the subject? All areas? RELIABILITY Consistency in judgements? Is it accurate? Shared understanding of subject and assessment Torbay - 15 min Manageability Sarah Earle @PriSciEarle

2 Is assessment doing what we want it to do? Is it valid?
Whole sch processes Ongoing rich formative assessment can be summarised from a range of contexts Summative reporting e.g. based on range of info Monitoring e.g. manageable records, moderation Responsive teaching e.g. clear focus, Qs, feedback Assessment to support learning Funded by Primary Science Teaching Trust. Based at Bath Spa Institute for Education. Working with TAPS project schools, PSQM, PSTT college fellows Is it assessing what it is meant to? (construct/content validity) Is it having the impact it is meant to? (consequential validity) Summative teacher assessments can draw on a range of rich formative information Active pupil involvement e.g. self/peer assessment Teacher Assessment in Primary Science (TAPS)

3 Assessment to support learning
Teachers adapt the pace and challenge of activities Assessment to support learning Developing active pupil involvement and responsive teaching Pupils assess their own ideas Pupils assess peers' ideas and work Pupils identify their existing ideas

4 Are we assessing consistently? Is it reliable?
Developing a shared understanding Many TAPS schools identified moderation as an area for development Moderation discussions to support consistency/reliability Bath Spa Institute for Education TAPS playlist

5 How can we make this manageable?
School self-evaluation to select focus for development Examples are supportive Expanding database of free focused assessment plans and work samples Focus, clear purpose and examples support manageability bank of egs as recommended by the Assessment without levels commission From TAPS, PSQM, PSTT TAPS pyramid with linked egs (Free download on website)

6 Balancing key principles in teacher assessment
VALIDITY Full breadth of subject focused outcomes summarised from a range of evidence types RELIABILITY Subject focused moderating discussions, supported by criteria and exemplars Shared understanding of subject and assessment purposes Manageability Sarah Earle @PriSciEarle

Download ppt "Finding the balance for assessment"

Similar presentations

Effective Self Evaluation – writing a good SEF

Effective Self Evaluation – writing a good SEF
Ko te pae tawhiti whaia kia tata

Ko te pae tawhiti whaia kia tata
Primary Strategy Subject Leader Briefing June/July 2008 Leading on learning – making best use of Assessment for learning.

Primary Strategy Subject Leader Briefing June/July 2008 Leading on learning – making best use of Assessment for learning.
Primary Strategy Literacy Subject Leader Meeting Session 4 March 2009 Leading on learning – making best use of Assessment for learning in Literacy.

Primary Strategy Literacy Subject Leader Meeting Session 4 March 2009 Leading on learning – making best use of Assessment for learning in Literacy.
Planning for Learning, Teaching and Assessment in RME

Planning for Learning, Teaching and Assessment in RME
Planning for Learning and Teaching, Assessment and Moderation

Planning for Learning and Teaching, Assessment and Moderation
Www.myrayoung.co.uk © Myra Young Assessment 2011. All rights reserved. Provided for the use of participants in AM circles in North Lanarkshire Council.

© Myra Young Assessment All rights reserved. Provided for the use of participants in AM circles in North Lanarkshire Council.
Wynne Harlen. What do you mean by assessment? Is there assessment when: 1. A teacher asks pupils questions to find out what ideas they have about a topic.

Wynne Harlen. What do you mean by assessment? Is there assessment when: 1. A teacher asks pupils questions to find out what ideas they have about a topic.
Victorian Curriculum and Assessment Authority

Victorian Curriculum and Assessment Authority
Campanula Consulting Developing policy, principles and practice in primary school science assessment Professor Derek Bell Teacher Assessment in Primary.

Campanula Consulting Developing policy, principles and practice in primary school science assessment Professor Derek Bell Teacher Assessment in Primary.
Assessment Systems for the Future: the place of assessment by teachers A project of the Assessment Reform Group, funded by the Nuffield Foundation.

Assessment Systems for the Future: the place of assessment by teachers A project of the Assessment Reform Group, funded by the Nuffield Foundation.
Key Stage 3 National Strategy Standards and assessment: session 1.

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

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.
Www.myrayoung.co.uk © Myra Young Assessment 2011. All rights reserved. Provided for the use of participants in AM circles in North Lanarkshire Council.

© Myra Young Assessment All rights reserved. Provided for the use of participants in AM circles in North Lanarkshire Council.
Curriculum for Excellence Primary School Leadership Conferences

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.

In Crookfur Primary School.  5-14 Assessment  Standardised Test information  Gathered assessment information termly  Target Setting  Skills planner.
February 2005SEED AifL1 ASSESSMENT IN SCOTLAND: ‘ASSESSMENT IS FOR LEARNING’ Formative Assessment in a Coherent System.

February 2005SEED AifL1 ASSESSMENT IN SCOTLAND: ‘ASSESSMENT IS FOR LEARNING’ Formative Assessment in a Coherent System.
Monitoring and Tracking Progress and Achievement in the context of 5

Monitoring and Tracking Progress and Achievement in the context of 5
The Context in Wales School effectiveness framework with emphasis on improved learning & wellbeing Focus on AfL Revised curriculum & assessment framework.

The Context in Wales School effectiveness framework with emphasis on improved learning & wellbeing Focus on AfL Revised curriculum & assessment framework.
Building Our Curriculum

Building Our Curriculum

Similar presentations

Ads by Google