Post on 14-May-2015
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Alistair Smith - Director Of Learning , Frog
Natalie Power - AST Paddington Academy, Westminster
Rob Carpenter - Director of Primary Education, (South) United Learning
Developing Learners and Learning through
Assessment: A Primary Perspective
Rob Carpenter - Director of Primary Education, (South) United Learning
Review of pupil progress and attainment
“What are our challenges?”
Target setting for individual pupils
“Where do pupils need to be?”
Mapping of provision for pupils based on individual needs.
“How will they get there?”
Monitoring of pupil progress and ongoing adjustment of
planning / provision
“What else could we do?”
Assessment activity to measure progress over
given time
“How well are we doing?”
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Training for staff in setting progression targets Numerical targets and progress targets set for all pupils Review of standards with Improvement Partner Target setting shared with LA and Improvement Partner
Assessments / tasks and internal moderation Review of interventions and provision map Progress Review Meetings for identified cohorts / pupils Raise Online – Report to Governors Assessment predictions to LA / SIP / Governors Progress Review Meetings Pupil / Parent Conferences to share targets and review progress
Review of pupil progress and standards across school involving all school leaders Review of interventions and provision map
Assessments / tasks and internal moderation Progress Review Meetings Review of pupil progress and standards across school involving all school leaders Review of interventions and provision map Progress Review Meetings Updated assessment predictions to LA / SIP / Governors
Progress Review Meetings for identified cohorts / pupils SATS / Assessment Tasks Moderation of FSP / KS1 / Optional Data Phonics Assessments begin
Data Analysis and whole school moderation of standards Review of interventions and pupil progress / standards involving all school leaders Provision Mapping Pupil / Parent Conferences Annual reports to parents
End FS2 1-3 points 4-5 points 6/7 points 8 points 9 points
Beg Y1 Towards LW Secure LW L1c L1b L1a
End Y1 1c 1b 1a 2c 2b
End Y2 2c 2b 2a 3c 3b
End Y3 2a 3c 3b 3a 4c
End Y4 3b 3a 4c 4b 4a
End Y5 4c 4b 4a 5c 5b
End Y6 4a 5c 5b 6c L6
Progress from KS1 to
KS2
16 APS points
16 APS points
16 APS points
18 APS points
18 points APS
Levels of Progress
from KS1 to KS2
2 levels 3 levels 3 levels 3 levels 3 levels
1. Clear purpose or learning intention 2. Very clear steps to success or success criteria 3. Great modeling and scaffolding of expectations 4. Learning has to be challenging 5. Lots of opportunities for active discussion and feedback 6. Learning is active
Developing Learners and Learning through
Assessment: A Secondary Perspective
Natalie Power - AST Paddington Academy, Westminster
Assessment for Learning: A secondary perspective
We derive our principles for outstanding learning from the ‘Paddington 10’
Students
Teachers
Keywords Checked regularly
Using a range of activities to check for understanding
Check every 7 minutes, two way flow, question with a question
Independence is fostered
Students are reflective learners
Our approach to Assessment for Learning
AFL at Paddington Academy
Student-led assessment
Self/peer/teacher assessment
Whole class assessment
Reflection: How Blooming are your questions?
Bloom’s Taxonomy
Planning effective questioning
Self and peer assessment at Paddington
Video link Students mark their own/their partner’s work and set “two stars and a wish”
They respond to their target by evidencing where they have met this in their work
Peer Assessment Teacher Assessment
Tracker for where students have Evidenced their targets
The teacher completes a RAG assessment of student work
Whole class Assessment for learning
Human Continuum – To be used to assess viewpoints/understanding of key
concepts
Photo
Students are allowed to move across the line but must be prepared to justify why
Students must use evidence from their Classwork in their discussion
Students stand on the side of the room that most represents their view
Whole class Assessment for learning
Question Box – A nice strategy for revision, enquiry based
lessons or a method for students to ask for further help
Students quiz each other by creating their own questions
To express what areas they need support in
At the start and end of lessons to connect and consolidate learning
Student-led Assessment for learning
Socratic circle – A mixture of group work, paired work and individual
reflection and evaluation
• Students are given time to prepare an answer to a question/
go through an extract. • They then set up the room into fishbowl shape • Using different observation cards
students watch for aspects of effective group work
• These cards can be differentiated with some students getting the individual observation card
• Each group give ten minutes feedback to each other
Year 9 students take part in a discussion on whether evil exists In the world in response to the novel Jekyll and Hyde
Students assess themselves and the Group during the discussion
Frog and Learning
Alistair Smith - Director Of Learning , Frog
Our principles of learning from which all Frog product design begins
Build upon the prior knowledge, understanding and achievements of the learner
Actively engage the learner
Provide a strong sense of purpose with clear outcomes
Ask compelling questions and foster original solutions
Scaffold challenge and track progress
Individualise loops of improvement feedback through collaborative support
Provide early responsibility and ownership
Our principles of gamification against which we test Frog products
Blissful Productivity
Urgent Optimism nurtured by Discovery Moments
Unlocking of Achievements
Different Layering and Levelling of Challenge(s)
Spaced Release of Information
Granular Feedback to aid progress(ion)
Highly Personalised spaces with strong Ownership Values
Communities of Collaboration
The design of Frog Primary
Accessible day and night
Focused on Pupil Learning
Involves pupils, peers and teachers in Feedback Loops
Gamified for Engagement
Digital Evidence of non-digital work
Parental Involvement
Meaningful Analytics
No administration