1. IPC Assessment for Learning at Panaga School 18th November 2009

2. Our Learning Targets To know about IPC Assessment for Learning
To be able to share your child’s
IPC learning

3. Knowledge, Skills and Understanding
Tell a partner
something you KNOW,
something you ARE ABLE TO DO
and
something you UNDERSTAND

4. IPC Learning Goals Knowledge To know… Skills To be able to…
Understanding To understand ..

5. Data, information Relatively simple Knowing ‘that’, knowing ‘about’
Knowledge…
Data, information
Relatively simple
Knowing ‘that’, knowing ‘about’
Continually expanding
Knowledge explosion!

6. Skills… Practical, knowing ‘how to’
Take time to develop through practise and experience
Essence of many subjects: What scientists do...what historians do…
At the heart of every subject
Fewer key skills than ‘facts’
Cross-cultural
Transferable

7. Complex relationship between knowledge and skills, developed over time
Understanding
Complex relationship between knowledge and skills, developed over time
Do we ever truly understand something or do our knowledge and skills over time help us to develop an understanding?
How often to we ask if or say that we understand something? Should we be really ask ‘Do you/I know…?

8. Teaching K, S and U
Knowledge can be researched or taught by presentation
Skills must be taught practically and in context. Time intensive and need to be revisited
Understanding is facilitated rather than taught. Time is crucial.

9. Assessing Knowledge, Skills and Understanding
Knowledge is easily assessable by tests, check ups and quizzes.
Skills is difficult to assess out of context, no right/wrong. Skills need to be assessed more than once, as they are developmental.
Understanding is more complex. It is longer, multidimensional process. Can we ever truly assess understanding?

10. Assessment in the Primary School
FORMATIVE
Continuous
Related to learning targets
Looks forward: target setting
Feeds forward
Personalised Learning
Learning to Learn
Leads to improvement
Encourages engagement and self assessment
Self Motivation
SUMMATIVE
A one off event/test
May be feedback but no
feed forward
Grades not necessarily with actions
Don’t need to know the
learner
Aimed at reporting

11. Primary School Assessment for Learning
Assessment for Learning is….
¨…the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.¨
Assessment Reform Group (2002)

12. (Assessment for Learning – Formative)
It’s good to tell her how high she has jumped.
(Assessment of Learning - Summative)
It’s much better to recognise the height and help her
to jump higher.
(Assessment for Learning – Formative)

13. The skill of Juggling

14. Watch the jugglers in action.
Are they working at ‘Beginning’, ‘Developing’ or ‘Mastering’ level?
How do you know?

15. A rubric for juggling Beginning
The person is able to throw one ball up and catch it. Catching is usually accurate but not always.
They still need to watch and follow the ball with their eyes.
Developing
The person is able to throw two balls up and catch them with different hands.
There is still some confusion about which hand to use.
They can sometimes look straight ahead when throwing but often use their eyes to follow the ball.
Mastering
The person is able to throw three balls up and catch them with succession in different hands.
They are able to look straight ahead when juggling and can automatically sense where to throw the balls

16. Giving learning advice
Using the rubric to decide what advice you can give each other to help you move from ‘Beginning’ to ‘Developing’ or from ‘Developing’ to ‘Mastering’.

17. IPC Assessment for Learning
Skills based, over a milepost
Identifies key skills
Rubrics for teachers and children
Learning advice, to help children to improve their skills

18. For all of these subjects …
Art
Geography
History
ICT
Music
Physical Education
Science
Technology
International

19. For each identified key skill in each subject…
The scenarios are examples
of the skills in action, in the different subjects in the IPC units
It is an integral part of the IPC learning, NOT extra activities.

20. (Milepost 1: age 5-7 years, Primary 2 and 3)
Geography Key Skill1.10
Be able to make maps and plans of real and imaginary places, using pictures and symbols
(Milepost 1: age 5-7 years, Primary 2 and 3)

21. Where you will find the key skill being practised
In Transport Geography Task 5, the children work together to make a class map to show all the routes the children take to school and to other places. The children decide on a colour scheme and any symbols they will use to produce their class map.

22. Beginning Developing Mastering
Teachers’ Rubric
Details what the key skill will ‘look like’ in action and exactly how a child performs within each learning stage.
Beginning
Developing
Mastering

24. I’m getting used to it I’m getting better I’m really getting it
Children’s Rubrics
Corresponds to and reflects the teachers’ rubric, written in ‘child-speak’.
I’m getting used to it
I’m getting better
I’m really getting it
Pam

26. Using the Children’s Rubric
Used to explain the key skill, success criteria and expectations in children’s language
Used to involve children in their learning and
assessment process, including target setting
Used before, during and after a learning task

27. Learning Advice Learning advice given for each key skill
How to progress from Beginning to Developing
How to progress from Developing to Mastering
For individual children/groups/class
For children at ‘Mastering’ level – used to
consolidate learning and to move to the next
learning stage

29. Colours
Hoops
Photos
Annotated
children’s rubrics

32. What evidence will you see of IPC Assessment for Learning?
Your children will be talking about their learning, not only what they are doing.
They will be able to talk about learning skills, some new and some consolidated.
Rubrics and other methods will be seen in their IPC books, with evidence of their IPC Assessment for Learning.
The IPC section of your child’s end of year report will include the letters B, D or M and a comments about their skill and knowledge learning.

33. Any questions or further clarification?