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Using the post it notes on your table…

…please note the sources of evidence you currently use for making a level judgement about pupils’ attainment in reading, writing and mathematics.

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Assessment for Learning

Assessing Pupils’ Progress

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Aims of the day

• To review the key characteristics of Assessment for Learning

• To consider how Assessing Pupils’ Progress is related to Assessment for Learning

• To understand and become familiar with the Assessing Pupils’ Progress approach

• To begin to plan for the implementation of Assessing Pupils’ Progress materials in school

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Sessions for the day

9.30 Welcome Assessment for Learning10.10 Assessing Pupils’ Progress10.30 Coffee11.00 The Assessing Pupils’ Progress Approach12.45 Lunch1.45 Key messages from the pilot2.00 Planning for implementation2.45 Questions and updates

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OFSTED’s commonest finding:

Assessment does not sufficiently inform teaching and learning.

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Assessment: ways of looking

Standing back

Public view

Close up Day-to-day

Periodic

Transitional

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Day-to-day

Periodic

Transitional

Ways of looking : key features

Assessment for learning

Peer- and self-assessment

Pupil engagement and immediate feedback

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

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Ways of looking – for pupils

Close-up

• immediate feedback in specific aspects

• relevant next steps

• reflection on learning as it is happening

Public view

• formal recognition of achievement

• influences future opportunities and next choices

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Ways of looking –for teachers

Close-up

• detailed interaction with learners

• within particular contexts

• changes in short-term planning

Public view

• related to national standards – often externally validated• for next teacher – limited impact on own teaching

• used for teacher and school accountability

• curriculum often narrowed to the form and criteria of final assessment

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What’s missing?

• How am I doing in this subject/aspect as

a whole?

• What are the main areas where I need to

improve?

• Where do I show what I know and can

do?

For pupils For teachers

• How well are my pupils achieving

overall?• Can I see the wood as

well as the trees?

• Where are the gaps in learning?

• How do national standards inform my

teaching?

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Assessment for Learning – next steps

Activity

Using the outcomes of your assessment for

learning audit and characteristics from the 20 20

handout identify one/two A4L points for action and

note these on Post-its for work later in the day.

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Assessing Pupils’ Progress

What is APP?

What is the APP model?

What is it designed to do?

What is available on the Framework site?

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APP is based on four key principles:

• Assessment is integral to effective teaching and learning.

• Assessment systems must be fit for purpose.• National standards are an entitlement for

learners, teachers and schools.• National standards are integral to national

expectations of education.

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What is APP?

APP is a structured approach to periodically assessing mathematicsand reading and writing so teachers can:• track pupils' progress through Key Stage 1 and 2 • use diagnostic information about pupils' strengths and

weaknesses.

Using APP materials teachers can make level judgements for each ofthe following National Curriculum attainment targets (ATs):• reading • writing • using and applying mathematics • number • shape, space and measures • handling data.

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Assessing Pupils’ Progress is designed to:

• Demonstrate how assessment is integral to successful teaching and learning

• Encourage a broadly based curriculum which generates a wide range of evidence of pupils’ achievement

• Provide a fuller picture of pupils’ strengths and weaknesses (for teachers, pupils and parents/carers) in relation to national standards

• Offer a secure basis for pupil tracking

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APP is designed to:

• Give insights which directly inform future planning, teaching and learning in the course of a year

• Help make connections between techniques promoted through Assessment for Learning and judgements relating to national standards

• Engage teachers and learners in all year groups in periodic assessment to raise attainment

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APP uses the terms ‘secure’, ‘low’ and ‘high’ because they better capture the ‘best fit’ nature of the judgement based on a range of evidence across all AFs.

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The APP process

• Teachers select a sample of pupils

• Each term, they review the full range of evidence (written, spoken and observed) for each assessment focus

• 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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The APP approach

Collects together:

children’s work

any other evidence

assessment guidance materials

standards files

Identify borderline for attainment target

Look through the work for each AF until confident with the criteria that are the best fit

Highlight applicable AF criteria and tick the level-related box for each

Make an overall level judgement

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APP Activity focusing on reading

Individually, look through the evidence collected aboutTrevor’s reading - 15 mins

In school groups discuss and make a level judgmentbased on the evidence - 15 mins

List the issues arising from this activity and record on themPost-it notes.

Compare your level judgement with the example from theStandards File.

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Current available support - English

Folio 64 and 54

Ongoing focus on guided reading and writing

Framework training

Guided reading with fluent readers

National Strategy CPD materials especially

improving writing

Shortly….Improving writing at KS1 through guided

work

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APP activity focusing on mathematics

Individually read the mental methods (AF2.4)

section and discuss with a partner what you might

expect to see/hear

Video clip: Focusing on Caitlin, look and listen for

evidence of AF2.4

Discuss the evidence for AF2.4 and wider AFs

Repeat with second clip

Consider the written evidence

How might you capture the evidence seen/heard?

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… any good maths lesson “is always in motion –

from the general to the specific, from the

particular to the whole, and back again.”

(quote adapted from John Irving “A Prayer for

Owen Meany”)

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Support for mathematics

Previous support from Devon maths team

Framework training – talk and guided work

Using and Applying (Maths publication)

Primary Maths Papers

Assessment Foci - coding

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School leaders’ views of APP

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The new assessment area of the Primary Framework…

…has been designed to support teaching practitioners and headteachers to develop assessment practice.

It brings together a range of supportive materials

and processes that will improve learning and

outcomes for children.

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What is there?

Three sections:

1. Developing Assessment for learning

2. Assessing Pupils’ Progress

3. Standards Files

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Factors that make APP effective – key messages from the pilot

• Improved understanding of the characteristics of performance over the range of National Curriculum levels in Key Stage 2.

• Confident and accurate assessments being made • More ownership of responsibility for standards and

pupils’ progress among teachers.• Integration of assessment with planning for teaching and

learning.• Teachers and moderators report that finding evidence for

assessment is increasingly an integral part of everyday classroom activity.

• APP is itself a CPD activity

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Lessons learned – factors that make APP effective

• It takes time to become familiar with APP process• Start with a small group of pupils • Adequate planning for change • Developing skills to ensure standards • Involvement of senior leadership within the school is

crucial • Support from the LA • APP is a process for periodic review of pupils' progress.

It is not a ‘tick list’ or a collection of photocopied written evidence.

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What are the benefits?

School leaders and teachers who have been involved in the APP pilots have identified the following key benefits.

• APP gives a detailed profile of what a pupil can do in relation to the AFs.

• It provides high quality evidence to inform next steps in pupils' learning and reporting on pupils' progress.

• It uses a teacher's assessment of a sample group of pupils to get a periodic view of progress and attainment across the whole class.

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What are the benefits?

• Its outcomes contribute to improved learning and more responsive teaching, and support teachers in aligning their judgements with national standards.

• It embraces assessment approaches which have traditionally been defined as formative and summative.

• It is both systematic and adaptable to local contexts. • It provides a National Curriculum AT level when

needed, from an informed, holistic judgement, rather than an arithmetical accumulation of marks in tests.

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Implications of APP

• Embedding assessment in the planning / teaching / learning cycle of the school

• Involvement of SLT in getting beneath the numbers

• Professional development of all teachers

• Impact on subject knowledge, curriculum and pedagogy

• Feedback to learners and their parents / carers

• Cross-year, inter-school and cross-phase collaboration

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Standardisation and Moderation

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Implementation plan

The plan presents a suggested route to implement

APP

Activity: School groups

Consider implementation plan and how this might

be used in school.

What adaptations need to be made to suit your context?

Discuss initial thoughts on which group of pupils/which

subject might be the focus for your APP trial. How do

these relate to your current improvement priorities?

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Updates

APP support teachers

National strategies plan

Every Child Counts

Brain buster boxes

Literacy resources

National Year of Reading

APP Spring dates