1. 0 Session 3 The APP Process for Reading and Writing

2. 1 Objectives To secure understanding of the APP process and materials for reading and writing. To clarify the process of making a level judgement in reading and writing To identify links between the assessment focuses and the renewed framework

3. 2 Example assessment guideline – Writing

4. 3 The APP approach

5. 4 Use these steps to formalise your assessments of pupils' writing into level judgements. You will need: evidence of the pupil's writing that shows most independence, for example from a range of subjects, outside of direct literacy teaching other evidence about the pupil as a writer, for example notes on plans, the pupil's own reflections, your own recollections of classroom interactions a copy of the assessment guidelines for the level borderline that is your starting point. Writing: making a level judgement

6. 5 Step 1 Making assessment focus judgements For each AF, starting with AF5: Look at the evidence in relation to all the criteria for both the higher and lower levels at this borderline and highlight those that have been met Make a best-fit judgement whether the higher or the lower level has been achieved and tick the appropriate level-related box If there is some evidence for an AF but not enough to make a judgement at the lower level, tick the BL (Below Level) box. If there is no evidence for a particular AF, tick the IE (Insufficient Evidence) box. If you have ticked BL for more than one AF out of AFs 1 to 6, check whether you should be using the assessment guidelines for the next lowest level borderline. If you have ticked all, or almost all the criteria for the higher level, check whether you should be using the assessment guidelines for the next highest level borderline.

7. 6 Check your AF judgements against the requirements for each level. For level 1: ticks at level 1 for three out of AF5, AF6, AF1 and AF2 and either AF7 or AF8, plus some highlighting of level 1 criteria for handwriting. For level 2: ticks at level 2 for three out of AF5, AF6, AF1 and AF2 and either AF7 or AF8. For all other levels: ticks at the target level for any four AFs out of AFs 1 – 6. If you have ticked IE for more than two AFs, there may be insufficient evidence to make an overall level judgement, in which case IE should be awarded. Now finalise the overall level judgement by deciding whether the level is low, secure or high. Step 2 Making an overall level judgement

8. 7 For level 1: ticks at level 1 for three out of AF5,AF6,AF1 and AF2 Plus either AF7 or AF8 Plus some highlighting at level 1 for Handwriting

9. 8 For level 2: ticks at level 2 for three out of AF5,AF6,AF1 and AF2 Plus either AF7 or AF8

10. 9 For All Other Levels: ticks at the level for four out of AF1,AF2,AF3, AF4, AF5 and AF6

11. 10 Step 2 Making an overall level judgement Low – meets the minimum requirements for the level. Secure – meets the minimum requirements for the level with some additional highlighting of criteria at the level in most other AFs. High – the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above likely to be highlighted as well. Your decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence. Where evidence for AF7 and AF8 is significantly better / worse than the evidence for other AFs, it is likely to influence your judgement of low, secure or high.

12. 11 Finally, check the overall judgement by comparing the evidence with the relevant standards files. Step 3: Checking the overall level judgement

13. 12 Support for Writing: Aims of the materials To support progression in writing, both within a year and across the primary age range. To support teachers in improving planning for writing, aligning the Support for Writing materials with APP and pupil writing targets linked to key strands of the Primary Framework.

14. 13 Support for Writing Key Primary Framework strands for writing: Strands 7, 8 with main focus on strands 9, 10 and 11. Additional guidance on Text Types to inform planning for progression. A progression summary describes progression in an objective within a year. Steps in learning include three examples for each year group in each strand 9, 10, 11. Pupil writing targets: three for each strand within each year.

15. 14 Talk for Writing Materials pack comprises: Introductory A4 booklet Double DVD - DVD 1: An interactive, flexible learning resource including case studies and video exemplification from a range of schools. - DVD 2: Sequences of Pie Corbett delivering key aspects of the materials

16. 15 APP and Reading What are the strengths in reading in your school? What are the issues in reading? How is reading currently assessed? Why might you want to use APP as part of your assessment repertoire?

17. 16 Nikita - Year 1 - Secure Level 2 Nikita is taught in a mixed-ability class. The evidence for Nikita’s reading comes from the spring and summer terms and is based on units of work from the Primary Framework. This assessment summary draws together evidence from Nikita’s reading as well as from teacher knowledge and observation. Look at the range of evidence in the Standards File for Nikita

18. 17 Step 1: Making assessment focus judgements For each AF, starting with AF1 for levels 1, 2 and 3 and AF2 for all other levels: look at the evidence in relation to all the criteria for both the higher and lower levels at this borderline and highlight those that have been met make a best-fit judgement on whether the higher or the lower level has been achieved and tick the appropriate level-related box if there is some evidence for an AF but not enough to make a judgement at the lower level, tick the BL (Below Level) box if there is no evidence for a particular AF, tick the IE (Insufficient Evidence) box. If you have ticked BL for more than one AF, check whether you should be using the assessment guidelines for the next lowest level borderline. If you have ticked all, or almost all, the criteria for the higher level, check whether you should be using the assessment guidelines for the next highest level borderline.

19. 18 Example assessment guideline – Reading √ √ √ √ √

20. 19 The APP approach Where would reading evidence come from in your school? Where might the gaps be?

21. 20 Step 1 - Activity You will need: The training file for Peter Assessment guidelines L2/3 (AF 1 completed) Work in pairs to highlight the evidence you can see. Pair A – AF2 and AF5 Pair B – AF3 and AF6 Pair C – AF4 and AF7 Make a best-fit judgement on whether the higher or the lower level has been achieved and tick the appropriate box

22. 21 Step 1 - Activity Share the judgements you have made with the other pairs on your table. Now you should have information for all of the AFs. If you have ticked BL for more than one AF, check whether you should be using the assessment guidelines for the next lowest level borderline. If you have ticked all, or almost all, the criteria for the higher level, check whether you should be using the assessment guidelines for the next highest level borderline.

23. 22 Step 2: Making an overall level judgement Check your AF judgements against the requirements for each level. For level 1: ticks at level 1 for AF1 and AF2 and some highlighting at level 1 for AF3. For level 2: ticks at level 2 for AF1 and AF2 and some highlighting at level 2 for AF3. For level 3: ticks at level 3 for AF2, AF3 and one other AF out of AFs 1, 4, 5, 6, and 7. AF1 is not assessed separately beyond level 3. For level 4: ticks at level 4 for AF2 and AF3 and at least one other AF. For level 5: ticks at level 5 for any four AFs provided there is level 4 for AF3. For all other levels: ticks for any four AFs at the target level. If you have ticked IE for more than two AFs, there may be insufficient evidence to make an overall level judgement, in which case IE should be awarded.

24. 23 For level 1: ticks at level 1 for AF1 and AF2 and some highlighting at level 1 for AF3.

25. 24 For level 2: ticks at level 2 for AF1 and AF2 and some highlighting at level 2 for AF3.

26. 25 For level 3: ticks at level 3 for AF2 and AF3 and one other tick at level 3.

27. 26 For level 4: ticks at level 4 for AF2 and AF3 and at least one other tick at level 4.

28. 27 Finalising the judgement Find the overall level by deciding whether the level is low, secure or high. Low – meets the minimum requirements for the level. Secure – meets the minimum requirements for the level with some additional highlighting of criteria at the level in most other AFs. High – the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above likely to be highlighted as well. Your decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence.

29. 28 Low level 1: ticks at level 1 for AF1 and AF2 and some highlighting at level 1 for AF3.

30. 29 Low level 2: ticks at level 2 for AF1 and AF2 and some highlighting at level 2 for AF3.

31. 30 For level 4: ticks at level 4 for AF2 and AF3 and at least one other tick at level 4.

32. 31 Next steps Look at the Next steps planned for Nikita. What might the next steps be for Peter? What sort of activities might the teacher plan for him? How might the APP approach support you in dealing with the current issues in reading in your school?

33. 32 Key benefits Assessment focuses help teachers recognise evidence in key elements of reading, writing and mathematics Allows progress ‘within’ a level to be seen Provides detailed information for the next teacher / school Can reveal ‘gaps’ in curriculum and/or learning Develops shared understanding of national standards