1

Assessment and Evaluation

of PSHE(Primary)

2

Intended learning outcomesFor 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…a) What do you do?b) Why is it important?

FEEDBACK

1. Why you do it and what it is assessing?2. What the pupils gain from it?3. What you do with it?

4

PSHEPSHE 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 learnerA classroom climate that clarifies boundaries,

maintains respect and enables pupils to discuss sensitive issues

Active learning and participatory teaching methods

Often deals with unplanned issuesTeachers challenge prejudice and enable pupils

to reflect on their own and other peoples’ viewsProvision is based on identified needs (baseline

assessment)

7

What is needed for assessment, recording &

reporting?ASSESSMENT:• 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

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:

1. Identify what is already known

2. Clarify learning needs

3. Identify any special educational needs

4. Determine where to start

5. 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 workQuizzes: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 Assessmentassessment 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 Assessmentassessment 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 outCompare to same quiz at start of topicMore 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 / LeafletsObserved Group ActivitiesBefore and After StatementsClosing 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 1Focus on 1 or 2 aspects of formative assessment and identify some strategies to trial in a series of lessons

Step 2After a few lessons, discuss with a colleague what went well and what did not

Step 3Consider 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

EvaluationEvaluation 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…

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

FIELD OF WORDS

25

1 How did you find the session – give a mark out of 10, with 1 = rubbish and 10 = excellent -----------

102 Name one thing you’ve learnt

3 How could we improve it for next time?

Ethnicity: Male/Female:

26

LIKERT SCALEThe Faces Scale

 

 Here are some faces expressing various feelings…Which face comes closest to expressing how you feel about the lesson about

………………………………………………………………..………….?

 

 

27

In SummaryGood 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 www.qca.org.uk• 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

Assessment, Evaluation and Sex & Relationships EducationA practical toolkit for education, health and community

settingsSimon Blake and Stella Muttock

ISBN: 1904787 274. Published March 2005. 106 pages.

Price:  £20.00www.ncb-books.org.uk/NCB_Books_Sex_Education_16.html

29

Anne CarringtonHealthy Schools Officer

Ealing Council

020 8825 9916

carringtona@ealing.gov.uk