1. Assessment and Evaluation of PSHE (Primary)

2. Intended learning outcomes
For those delivering PSHE to develop practical strategies in assessment & evaluation:
Reflect on existing practice
Clarify the importance of assessment and evaluation in PSHE
Become familiar with current guidance
Consider a range of assessment and evaluation methods
Identify actions to build on existing practice

3. Reflect on existing practice:
In PAIRS for 2 minutes discuss…
What do you do?
Why is it important?
FEEDBACK
Why you do it and what it is assessing?
What the pupils gain from it?
What you do with it?

4. PSHE
PSHE equips children and young people with knowledge and practical skills to live safe, fulfilled and responsible lives. PSHE enables them to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of attitudes and values they encounter now and in the future.

5. Why assess PSHE
Ensures clear progression in teaching and learning and motivates pupils because they become partners in the assessment process
Pupils are clear about strengths and weaknesses in their learning
Teachers are clear about pupil achievement and how it might be improved
Provides an opportunity to raise the “value” and status of the subject by making the learning clear and explicit.

6. How assessment contributes to effective PSHE
Clear learning outcomes shared with the learner
A classroom climate that clarifies boundaries, maintains respect and enables pupils to discuss sensitive issues
Active learning and participatory teaching methods
Often deals with unplanned issues
Teachers challenge prejudice and enable pupils to reflect on their own and other peoples’ views
Provision is based on identified needs (baseline assessment)

7. What is needed for assessment, recording & reporting?
There is no statutory requirement for end of key stage assessment in PSHE/SRE
RECORDING:
Schools are required to keep records for every pupil, including information on academic achievements, other skills and abilities and progress made in school
REPORTING:
Schools must give brief comments to parents on the pupil’s progress in each subject and activity studied. This may be a brief, separate commentary on progress, or as part of the school’s report on other activities in the school curriculum.

8. Healthy Schools Accreditation PSHE theme
Minimum Evidence Requirements
1.1 Uses PSHE framework to deliver a planned programme of PSHE in line with DCSF & QCA guidance
1.2 Monitors and evaluates PSHE provision to ensure the quality of teaching & learning
1.3 Assesses pupils’ progress and achievement in line with QCA guidance

9. RESULT = higher expectations of teaching and learning
To summarise…
Without assessment, PSHE cannot demonstrate that it makes a difference
Can show that pupils are achieving in PSHE in ways that can help them succeed in other areas of the curriculum.
Can provide evidence that school is contributing to Every Child Matters & Healthy Schools
RESULT = higher expectations of teaching and learning

10. Show DVD CLIP

11. Consider a range of assessment and evaluation methods…

12. Baseline Assessment (Needs Assessment)
Prior to teaching a topic or unit of work, to determine where to start, inform planning, ensure lessons are suitable and relevant to each groups needs and abilities. This will help you:
Identify what is already known
Clarify learning needs
Identify any special educational needs
Determine where to start
Decide how work should develop (resources)

13. Examples… Thought shower / Word / Brainstorm:
Ask students to call out ideas in response to the statement;
‘What changes happen during puberty’
‘All the people who can help us if we have a problem’
Draw & Write activities:
As above but may work best for younger children, those with poor literacy skills or with English as their 2nd language
Values Continuum:
To assess ability to express beliefs & listen to others views. Good with older children and those confident in group work
Quizzes:
To gather baseline knowledge on a topic
‘Everything We Know About’ Sheets:
See handout ‘SRE baseline assessment’
Use information gathered to set content & learning objectives collaboratively

14. Formative Assessment assessment for learning
To provide reflection and evidence for use by learners and teachers, to decide where they are in the progress against agreed learning objectives, in order to determine where they need to go next and how to get there.
Role play
Self-reflection diaries
Group observations
One to one discussions
Presentations
Course work

15. The story so far…
A quick means of assessing levels of understanding during a session.
Stop at a relevant point in the work you are doing and ask students as individuals (or a group) to summarise the ‘story so far’
what they have learnt about and
what they have learnt to do.
(they can write this down)
You can prompt using questions e.g.
We have been learning about assertiveness skills to resist unwanted pressure. Please can you identify the 2 most important things we have learnt.
What else do you need to learn about?

16. Summative Assessment assessment of learning
To summarise progress and achievement at the end of a piece of work/topic/unit of work against a set criteria. E.g.
Progress & achievement judged in relation to;
A set of criteria such as a personal education plan
End of Key Stage indicators (QCA)
The results of the assessment are used to provide quantitative evidence for reporting to parents, teachers and other professionals & in developing future learning goals.

17. Examples: Quizzes or questionnaires:
This helps to assess what has been learnt & what further work needs carrying out
Compare to same quiz at start of topic
More open ended quizzes can help to assess understanding of differing attitudes & beliefs
Values Continuum: To assess changes in values and beliefs
Diamond 9: To assess changes in attitudes and values
Feelings Letter: To assess their feelings and additional support needs where relevant
Displays / Presentations / Posters / Leaflets
Observed Group Activities
Before and After Statements
Closing Rounds

18. Identify actions to build on existing practice…

19. Have a go... Identifying everyday opportunities for assessment in your planning
Choose a recent PSHE lesson and look for examples of assessment activities undertaken.
Review the variety of types of assessment, ensuring that you incorporate individual, pair and group reflection in the future

20. Have a go... Using objectives and outcomes
Ensure there is a clear focus in your planning on what you intend pupils to learn (objectives) and the evidence to demonstrate that pupils have achieved them (outcomes)
Over 4 weeks introduce and focus lessons with objectives and outcomes
Question pupils during the lesson to check that they understand the objective and can explain how they know they have achieved it
Plan questions and plenaries to focus on outcomes
Focus feedback on these objectives and outcomes
Record on QCA record sheets (in handouts)

21. Have a go... Formative assessment strategies
Next half term
Step 1
Focus on 1 or 2 aspects of formative assessment and identify some strategies to trial in a series of lessons
Step 2
After a few lessons, discuss with a colleague what went well and what did not
Step 3
Consider what further support or training might help you embed these strategies

22. Have a go… Involving pupils (Peer & Self-Assessment)
Adapt end of KS statements into pupil friendly language to enable clearer feedback and involve pupils in assessment
With a colleague, identify existing and potential peer and self assessment opportunities from a SoW/module for a year group
Within the next half term, plan opportunities and experiment with a range of strategies
Observe pupils assessing their work and give feedback on what they did well and how they could improve
Identify tools that can be used by pupils to record their own progress (see handouts)
Review the gains made by pupils with a colleague and decide how to embed these strategies

23. DO YOU HAVE ANY EXAMPLES?…
Evaluation
Evaluation is concerned with finding out how effective activities, materials and approaches have been in achieving the aims and objectives of a learning experience and their impact on the target audience.
Evaluating the provision of PSHE & SRE is particularly important as it offers valuable knowledge and insight for the worker to use so that, as future work evolves and develops, effectiveness is improved.
DO YOU HAVE ANY EXAMPLES?…

24. Please tell me what you thought… Just what I wanted Excellent
FIELD OF WORDS
Please tell me what you thought…
Circle any words that describe the session.
You can also add your own words.
What I learnt about was….
A laugh
Cool Sorted Wicked
Interesting Rubbish Alright
Nasty OK Ace
Stupid Embarrassing Boring
Just what I wanted Excellent

25. How did you find the session – give a mark out of 10, with
1 = rubbish and 10 = excellent 10
Name one thing you’ve learnt
How could we improve it for next time?
Ethnicity: Male/Female:
Lesson Evaluation

26. LIKERT SCALE The Faces Scale
Here are some faces expressing various feelings…
Which face comes closest to expressing how you feel about the lesson about
………………………………………………………………..………….?

27. In Summary
Good practice in assessing pupils current knowledge, skills & attitudes includes using evidence from evaluations of teaching, assessment data, the outcomes of discussions with pupils, and behavioural surveys (HRBS).
To improve assessment, schools should:
Make good use of the QCA.s assessment guidance and end of Key Stage statements for PSHE
Determine pupils current knowledge and understanding before a new topic is taught
Plan assessment as a key element of teaching and learning
Involve pupils in assessing their own progress
Gather evidence on pupils knowledge, understanding and skills
Challenge pupils attitudes and raise their awareness of how their actions have an impact on themselves and others.

28. ISBN: 1904787 274. Published March 2005. 106 pages.
Assessment, Evaluation and Sex & Relationships Education A practical toolkit for education, health and community settings Simon Blake and Stella Muttock
ISBN: Published March pages.
Price:  £20.00

29. Healthy Schools Officer
Anne Carrington
Healthy Schools Officer
Ealing Council