1. What is Assessment? NQT Programme: Developing effective classroom practices

2. Learning Journey Shaping Clay – Creating models to unpick assessment Assessment Sentences – Reflective sentences Break Formative/ Summative – Generating a range of formative and summative assessment strategies. – Bag or Bin Definitions and personal refections Lunch What is effective data? – Understanding levels and contextual data – Learning log and reflection Learning log and reflection time PST: Bring some examples of planning that you think are learning based? Or some learning strategies that you or your school employs. Be prepared to have these unpicked by the rest of the group using DR ICE.

3. Assessment Activity: Men

4. Assessment Sentences Are learning objectives shared with students in a language that they can easily understand? Is a success criteria given to students that clearly relates to the learning objectives? Are students encouraged to explain their thinking and reasoning, thus promoting an ethos of student improvement? Is time provided in lessons for students to reflect upon what they have learned and understood, and to identify potential difficulties? Are learning goals shared with students to help them know and recognise the standards that they are aiming for? Is peer-assessment and student self-assessment planned for and used as an assessment for learning tool? Is assessment used to provide positive feedback, which leads to students recognising their next steps and how to take them?

5. Assessment Sentences (ii) Is there any time planned when students are required to reflect upon their learning using the assessment criteria? Are the students aware of the National Curriculum level descriptors (in their words) to enable clearer feedback on progress? Is there a process where both the teacher and the student are involved in reviewing and reflecting on assessment information? Have strategies for group and/or individual target setting for students been developed? Are a variety of assessment strategies used so that students can demonstrate their understanding through means other than writing?

6. Coffee Break

7. Formative V.s. Summative Generate a range of assessment strategies. Which are which?

8. Formative V.s. Summative Generate a range of assessment strategies. Which are which ? DRICEDRICE

9. Q/F/F How will this change your practice? Was there something that challenged your current practices? QuestionFeelingFavorite

10. Definition: Can you create a definition of Assessment? No more than 50 words

11. Coffee Break

12. The Big Picture

13. What’s the difference? 13 Attainment or Standards ProgressAchievement A measure in relation to nationally agreed expectations (levels). A snapshot in time. A fact (provided it is accurate). Can be shown as a level or average point score. The distance travelled between two attainment points. Progress can be positive (forward) or negative (retrograde). Is the standard good enough when taking account of the starting point, capability and context of the children?

14. What are the standards like on entry? What is the baseline in terms of context? In What are the standards like at the end of each year? What are the standards like at the end of each Key Stage? Your tracking What is the data like at the end of Key stage 2 How does this compare with the LA / National averages? Out Data in a Nutshell

15. EYFS End of Key Stage 1 End of Key Stage 2 8 (+) Level 3 (b) Level 5 (b) 6 (+) Level 2 (b) Level 4(b) Average Above Average This model works assuming that EYFS score of 9 points = 1b NC levels

16. Data in a Nutshell

17. Contextual Understanding: Your Context What are the specific needs of your children? How does this affect the needs of the children at lunchtime? Brainstorm these.

19. Understanding RAISEonline NATIONAL CURRICULUM LEVELS – NUMERICAL EQUIVALENTS Working towards L1 Level One Level Two Level Three Level Four Level Five WcWc WbWb WaWa 1c1b112c2b2a3c3b3a4c4b4a5c5b5a 1357911131517192123252729313335 P Levels 1 – 3 = Wc P Levels 4 – 5 = Wb P Levels 6 – 7 = Wa P Level 8 = L1c P levels are a set of optional indicators to allow schools to record the attainment and progress of pupils who are working towards level 1, in a variety of contexts. It is useful when talking to parents, in giving more detailed information on achievement. In 2005 it is optional to submit P scale data as part of national data collection. © St Chad’s CE Primary School 2010

20. Understanding RAISEonline Using Points Scores: KS1 expected level of attainment is 2b or 15 points KS2 expected level of attainment is 4b or 27 points Level 2 is the lowest awarded at KS2 SATS – representing 15 points. Pupils who are working below this level (awarded B or N in the SATS) are awarded 15 points for APS purposes. At Key Stages 1, 2 and 3 the results of the three subject tests / tasks are combined to give each pupil’s Average Points Score (APS): the three points scores are added, and then the total is divided by three. © St Chad’s CE Primary School 2010

21. PST Bring some examples of planning that you think are learning based? Or some learning strategies that you or your school employ. Be prepared to have these unpicked by the rest of the group using DR ICE.