1. (As if you don’t have enough to do!) This presentation was created by J. Sheppard and adapted by S. Russell Introduction to Assessment

2. Starter – KMT Countdown Make as many 3, 4, 5 or 6 letter words from the random letters below. S E T A M I T N S O T R D C U N O S S I O T E N

3. Aims: To identify some of the issues associated with assessment. To understand the reasons and principles of assessment. To identify and evaluate some key methods and strategies for assessment. To identify and evaluate some key methods of assessment record keeping.

4. Assessment – Why Bother? 1)So the student knows how well they are performing and how they can make further progress. 2)So the teacher knows how well a student is performing and how they can best aid further progress. 3)So tutor/HOY/SMT can be informed of progress across the curriculum

5. Assessment – Why Bother? 4)So parents are aware of their child’s progress. 5)Learning support and external agencies may require such information.

6. Guiding Principles for Assessment: Assessment should be INTEGRAL to the teaching and learning process. It should not be an optional add on (and shouldn’t feel like it either)! Whenever possible, students should be involved in the process.

7. Guiding Principles for Assessment: Assessment should be informal and formal. Assessment should be diagnostic and encourage progress. Assessment should be understood by parents, students and staff.

8. Involving Students… Do students understand what they need to do to improve their performance? Target setting should be integral part of formative assessment. (How will my work be assessed?) ( Group discussions) Do you make opportunities to discuss progress with students (as a class, group or individually)? Are there opportunities for students to assess each other?

9. Methods of Assessment… Day to day marking Homework Peer assessment Observation Discussion Written tests Practical assessment Self assessment National assessment Informal

10. Target Setting Helping Students Progress… Assessment should be DIAGNOSTIC. It should help the student understand: »What they did well »What they could improve »HOW they can improve To aid progress target setting should be linked to specific criteria such as GCSE grade boundaries.

11. Target Setting Helping Students Progress… Targets can also be linked to cross- curricular concepts such as literacy and numeracy. Try to make targets: »Realistic »Achievable »Understood »Measurable »Specific

12. Evidence & Records… Exercise books Mark book Log book Video Audio Photographs Written statements Digital media Portfolios

13. Activity… Individually, in pairs or groups. Select two or three of the methods of assessment. Evaluate these methods and how effective they might be Prepare a brief feedback presentation on your findings.

14. Once upon a time… …there was a Sixth Form student. His PE teacher marked his work regularly and gave him regular verbal, detailed formal and informal feedback. In this subject the student always knew how well he had done and how he could improve.

15. Once upon a time… In History his work was hardly ever marked. Written comments were invariably limited to “Good Effort”, which the student usually interpreted as “you tried hard, but you’re crap!” Even when he asked for additional guidance, he received none.

16. Once upon a time… The student made very little progress in History and achieved a low grade. He made good progress in PE and achieved a good grade.

17. Once upon a time… Looking back he is convinced that the lack of suitable assessment affected his performance in one of his favourite subjects. “Assessment DOES matter!” he thought to himself, as he stood in front of a group of trainee teachers on the 9th October 2014!

18. QTS Standards 6. Make accurate and productive use of assessment a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements b) make use of formative and summative assessment to secure pupils’ progress c) use relevant data to monitor progress, set targets, and plan subsequent lessons ·d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback