© crown copyright 2008 slide 1 afl with app for progression at key stages 2 and 3 alan howe senior...
TRANSCRIPT
© Crown copyright 2008
Slide 1
AfL with APP for progression at Key Stages 2 and 3
Alan HoweSenior DirectorNational Strategies
© Crown copyright 2008
Slide 2
AfL with APP
Planning for progression
Strengthening subject
pedagogy
Tracking pupils’ progress
Tracking pupils’ progress
including AfL and APPProviding personalised
intervention
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Slide 3
The Assessment Reform Group has defined assessment for learning as ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’
Assessment for learning: 10 principles, Assessment Reform Group, 2002
© Crown copyright 2008
Slide 4
The Assessment Reform Group has defined assessment for learning as ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’
Assessment for learning: 10 principles, Assessment Reform Group, 2002
© Crown copyright 2008
Slide 5
Where are we with assessment?
Ofsted’s most common finding:
assessment does not sufficiently inform teaching and learning
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Slide 8
Day-to-day
Periodic
Transitional
Learning outcomes shared with pupils
Peer- and self-assessment
Immediate feedback and next steps for pupils
Broader view of progress for teacher and learner
Use of national standards in the classroom
Improvements to curriculum planning
Formal recognition of achievement
Reported to parents/carers and next teacher/school
May use tests/tasks from national sources
Key features
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Slide 9
The APP process
• At regular intervals, teachers review pupils’ work (written, spoken and observed) using assessment focuses and assessment criteria to build a profile of their attainment
• They access additional APP support and resources to make this consistent, rigorous and reliable: – They select the appropriate ‘level boundary’ and arrive at
judgements using the assessment guidelines sheet– They use annotated examples of pupils’ work (standards files) as
reference points and benchmarks– They undertake in-school standardisation and moderation with
colleagues
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Slide 10
APP in action: Two teachers’ views
Reading at KS3: Bishop Luffa School
Writing at KS3: Downlands Community School
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Slide 11
APP materials APP focus area on the NS website:
http://nationalstrategies.standards.dcsf.gov.uk/
APP HandbookStandards FileStandards FileStandards FileStandards FileStandards FileStandards Files
Assessment GridAssessment GridAssessment GridAssessment Guidelines
APP Guidance
Senior leadership
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Slide 12
Publication
On the Primary website:Standards files for Reading, writing and mathematics – Y1 – Y6, levels 1 – 5.Guidelines for levels 1 – 5 (and the 1 – 8 sheets)
On the Secondary Frameworks website: Oct 08: English and mathematics Handbooks, Standards Files, Assessment guidelines January 09: Science and ICT: all resourcesPublication and distribution of printed resourcesJan 09: distribution by LA: 2 sets provided at Subject leader events
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Slide 13
Subject leader workshops and materials
Secondary• Summer 08: planning for progression• Autumn 08: strengthening pedagogy• Spring 09: APP informed assessment• Summer 09: personalised intervention
PrimaryFramework CPD for teachers and headteachers – during 08-09, more running in 09-10.
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Slide 14
THE FRAMEWORKS
English, mathematics, science and ICT
Lines of progression
Yearly learning objectives
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Slide 15
APP – part of the AfL Strategy
£1000 per school in the 2009/10 Standards Fund
Senior leader action to:• Start the process of implementing and scaling up• Access appropriate support• Promote the APP approach across the whole
school
© Crown copyright 2008
Slide 16
The Assessment Reform Group has defined assessment for learning as ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’
Assessment for learning: 10 principles, Assessment Reform Group, 2002
© Crown copyright 2008
Slide 17
Where are we with assessment?
Ofsted’s most common finding:
assessment does not sufficiently inform teaching and learning
© Crown copyright 2008
Slide 18
An Ofsted view
‘Effective practice in assessment for learning derived from very strong direction by senior leaders, whose continued drive filtered through to other key leaders in school to set clear expectations for teaching and learning, and an agreed commitment for consistent classroom practice. Senior leaders made judicious selections from National Strategy training and materials.’
Assessment for learning: the impact of National Strategy support, Ofsted, Oct 2008
© Crown copyright 2008
Slide 19
Successful leadership: Strategies and tactics
Collecting, monitoring, analysing and using information
‘Attention to detail was a remarkable feature of these schools, not least in the compilation and use of information about what was happening. Both student progress and teaching standards were regularly, frequently and closely observed, recorded and analysed….The analyses were then used to inform planning and the deployment of effort resources, including precious time. Pupils and staff reported that this approach was comfortable and liberating rather than irritating and oppressive.’
‘Successful Leadership for promoting the achievement of white working class pupils’ – report prepared by Denis Mongon and Christopher ChapmanNCSL/NUT November 2008