1. Assessment Framework CPD
Maureen Brice, Peter Gorrie, Alison Kidd

2. Success Criteria from last session
I can confidently lead the development/updating of an assessment framework/policy (as part of L & T policy) for my school which results in a improved outcomes for learners
I will have a better understanding about a range of approaches to moderation
I will have had the opportunity to share ways other schools are tracking pupils progress

3. Feedback proposed changes additions to session 2
Examples of good practice of an assessment framework in other schools/authorities
Recording progress and tracking
What kind of evidence should be kept-recording procedures, planning for assessment
Demonstration of effective use of NAR

7. Moderation

8. Update Standardised test tracker TrackingStandardisedTests.xls
Moderation - RME example – Jen Goodall
Moderation – authority update

13. Moderation to Improve Learning

15. Provisional overall figures CfE Levels
Languages
Mathematics
Stage
%age
P1 (ES and better) 70
P4 (1S and better) 55
P7 (2S and better) 50
Based on data entered in SEEMiS – June 2012
BtC3 Page 18

16. Security at a level Secure
• has achieved a breadth of learning across almost all of the experiences and outcomes for the level, including any significant aspects of the curriculum area
• has responded consistently well to the level of challenge set out in these experiences and outcomes
• has moved forward to more challenging learning in some aspects; and
• has applied what he/she has learned in new and unfamiliar situations.
Building on previous learning and progress,
the learner has demonstrated a broad range of skills and knowledge , including the significant aspects of learning highlighted for reporting, across almost all the outcomes for the subject contexts or organisers for the curriculum area.
The learner has been consistently successful in meeting the level of challenge required across almost all the outcomes for the subject contexts or organisers for the curriculum area.
 The learner has successfully applied the broad range of skills and knowledge required by the level , including the significant aspects of learning, for example
in new contexts (eg across learning, within subject contexts / curricular areas) not previously experienced
in areas of the life and work of the school that are new
within new contexts for personal achievement
confidently explaining their learning to others

17. What is application?
Application refers to how knowledge and understanding, attributes, capabilities and skills (including higher-order thinking skills) are used in new and unfamiliar contexts so that they become transferable and secure. This is about learners becoming flexible and adaptable in the way they apply their learning.
Examples of progress in application of learning include:
using skills and knowledge in different situations;
using skills and knowledge in creative and innovative ways;
finding, selecting, sorting and linking information from a variety of sources;
using information for different purposes;
creating texts to persuade, argue and explore ideas;
recording and presenting thinking in different ways; and
presenting, analysing and interpreting evidence to draw conclusions.

18. Planning learning to assess security / achieving a level
Choose a curriculum area
What activities do your pupils currently experience which allow them to demonstrate security / achievement of a level?
What can we do to ensure that more children are secure / achieve at a level?
What is manageable / reasonable to record of this achievement?

19. Learner Journeys

20. Does the learner journey reflect
Does the learner journey reflect an approach to demonstrating progress and recording security at a level?