app and controlled assessment in history - june 2009
DESCRIPTION
The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled AssessmentTRANSCRIPT
Welcome
Swindon &
Wiltshire History Conference
2009
Programme09.15 Welcome and
introductions 09.20 The new KS3 curriculum 10.45 Coffee 11.05 The new KS3 curriculum
– sharing good practice12.00 Updates – the new
GCSE courses and APP (flexible)
13.00 Lunch 14.00 Ways of looking at…… The changing nature of conflict
15.15 Close
• Opportunities to discuss and share good practice based on the new secondary curriculum
• Share intelligence on the new GCSE syllabi
• To learn more about APP
• To share resources, strategies and ideas to enhance learning in history
The Coursework
Controlled Assessment
Examination Board Comparisons
0
10
20
30
40
50
60
70
80
90
100
AQA
EDEXCEL
OCR
Coursework - issues
• Plagiarism• Too much scaffolding• Difficult for examiners to identify and
differentiate what the students had done• Parental help – 1/20 said they had done
coursework!• Lack of a computer at home can means
that students are disadvantaged• Custom made essays
Coursework
New QCA rules• Students complete work under direct supervision
of a teacher, although can do research etc at home
• Feedback operates under tight guidelines specified by the exam board
• Students get limited time in which to complete the work
• Students work individually• Access to resources limited to those specified by
the board
Controlled conditions – a whole school issue
• Do you have secure storage for ALL coursework?• Can you assure robust systems to provide secure storage of work done on
computers?• Are there adequate facilities for students to access ICT?• How flexible is your timetable in ‘the crunch times’?• What do subjects require to enable students to succeed?• Skills required – are your students able to work TRULY independently?• Is there an ethos of working silently in the classroom on coursework tasks?• What sorts of feedback are you able to give?• Are SL clear about the implications in their subject?• What plans do you have to ensure that students who miss controlled
assessments can complete the tasks?• There are an increasing number of subjects offering modular courses e.g.
History and Geography – what is the likely impact of this?
Assessing Pupil Progress
in History
Aims of this session
• To develop an understanding of the APP process• To provide opportunities for participants to consider the
implications for strengthening assessment in schools by using the APP process.
Outline• The context – ways of looking at assessment• APP – what will we be required to do?• What can be learn from the pilot/trial schools• What are the benefits of this approach• The next steps
ASSESSMENT FOR LEARNING
• Assessment for learning is 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.
The Context
APP in FS2010?
APP in core subjects2006-72008-9
Subject Specific guidancee.g. feedback, target setting
2004-5
Whole School ThemeAFL
NS folder2004
T&L in FS2002
Black Box research1990’s
AFL
AfLembedding
acrossthe
curriculum and a
key element of
wholeschool
improvement
How will APP impact on teaching
and learning in History?
Assessment: ways of looking
Standing back
Public view
Close up Day-to-day
Periodic
Transitional
What are APP materials?• Assessment Guidelines – criteria for
making periodic judgements grouped by ‘assessment focus’
• Standards Files – annotated collections of evidence from a pupil which represent a particular level
• Handbook with guidance
Assessing Pupil Progress
• Do we need it?
• What do you do?
Assessing Pupil Progress
Take a range of evidence showing what a student can do.
Assessing Pupil Progress
Use the APP materials to decide on a level boundary.
Take a range of evidence showing what a student can do.
Assessing Pupil Progress
Take a range of evidence showing what a student can do.Use the APP materials to decide on a level boundary.
Use this to ‘benchmark’ the other pupils in the group.
Assessment Guidelines
Assessment Focus 1
Assessment Focus 2
Assessment Focus 3
Level 6
Level 5
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Assessing Pupil Progress
Diagnose strengths and weaknesses. Review curriculum planning to support progression
Use this to ‘benchmark’ the other pupils in the group.
Take a range of evidence
Use the APP materials to decide on the level boundary.
Assessing Pupil Progress
Use this to ‘benchmark’ the other pupils in the group.
Use a range of evidence showing what a student can do.
Use the APP materials to decide on a level boundary.
Review pupil work holistically
Identifies key elements Helps ‘professional
Judgement
Securing class Assessment
Review of SoWModeration
Diagnose strengths and weaknesses. Review curriculum planning to support progression
Assessing Pupil Progress
• Look at the work holistically
• Identifies key elements of each level
• Helps with ‘professional judgement’
• Encourages moderation
• Promotes curriculum development