core four · •makes pupils “level aware ... outstanding lesson? most common finding. feedback...
TRANSCRIPT
CORE FOUR
EXCELLENT ENGLISH NETWORK MEETING
JOHN COLLIER CARLY WRIGHT
MISSION OVERVIEW• Catch Up
• Session 1: Perfect Assessment for Learning• Coffee
• Session 2: Assessment Without Levels • Next Steps
welcome
• Feedback from Launch Day• Shared Resources
Catch up
Catch up
LATEST NEWS
assessment summary
The new attainment targets are very general. They state –“…by the end of each key stage, pupils are expected
to know, apply and understand the matters, skills and processes specified in the relevant
programme of study.”
Assessmentconsiderations
Schools will need to decide –• What evidence they need to collect so that they can
track progress• How often they want to assess children and how the
assessments will be used to identify strengths and weaknesses so that children can be appropriately stretched or supported
PERFECT ASSESSMENT FOR LEARNING
Session one
L.O.
GAS VERSUS SAT
WE make the difference.
WE make the difference.
Classrooms have FOUR times more
influence on pupils than
anything else that happens at whole
school level.
The most independent
learners are in Foundation
Stage.
There is no “one size fits all”
for progress.
Too much teaching leaves
too little time for learning.
Piecing It Together
“PRAISE FOR PROGRESS NOT PERFECTION!”
Basic requirements for progress-• Learning Objectives• Learning Outcomes• Success Criteria
Sharing Success Criteria
“Progress is accelerated when pupils are clear about the success criteria for the intended outcomes and they are able
to judge the quality of their work and how to improve it.”
WASOLL
Uplevelling
MUST/COULD/SHOULD• Sets out clearly differentiated minimum expectations for ability groups• Makes pupils “level aware”• Ideal for SATs practice or to prepare pupils for Summative Assessment
A Picture of Progress
James Dyson
What is the best evidence of
The ENGAGED Child
HAROLD WHITTLES
Awe and Wonder
If I borrow a million pounds
am I a millionaire?
Could a fly cause an
aeroplane to crash?
Do dogs believe in God?
When you comb your hair
is it art?
ENGAGING
PUPILS
EMOTIONALLY
RHYTHM/
RHYME
NOVELTY/
SURPRISE
MUSIC
HUMOUR
MYSTERY
LOVE
STORIES
PASSION
Emotional connections = Deep learning
“Events that have a large emotional content may be learned very effectively.”
“Your emotional brain is centrally involved in the vast majority of things you learn.”
Self Sabotaging What 4 things do teachers do
to sabotage their own lessons?
SELF SABOTAGEWe asked 100 Ofsted inspectors for four things that
do teachers do to sabotage their own lessons.
Over talking1
Playing safe2
Over thinking3
Over planning4
X
X
X
X
X
X
DESIGNING OUTSTANDING LESSONS
If you lost your voice how would you teach an
outstanding lesson?
Most common finding
FEEDBACK
“To raise standards give them dollop after dollop of effective
feedback.
In order to do this you must have ‘assessment literate’ pupils.”
WRITTEN FEEDBACK
• Pupils don’t read it.
• Pupils don’t understand it.
• Pupils read it and understand it but don’t do anything about it.
EFFECTIVE FEEDBACK
CREAM
ome to a stop
ead what you have produced so far
valuate your work against the S/C
sk yourself “Is this my best work?”
ake one small change before carrying on
PEER ASSESSMENT
STARS AND A WISH
• Can be used for peer/self assessment
• Number of stars depends on age/ability
• Use across all subject areas• Leave space for teacher comment• Makes explicit to every child their
capacity to improve
Catch My Comments
Spend time talking to each child and ask them to write down what they
think you are saying.
Collective Round Table
ENSURING INVOLVEMENT OF ALL PUPILS
Talking Chips
ENSURING INVOLVEMENT OF ALL PUPILS
Spider Webs
ENSURING INVOLVEMENT OF ALL PUPILS
ENABLING ENVIRONMENTS
“The fabric of your classroom walls should demonstrate progress.”
WORKING WALLS
ENABLING ENVIRONMENTS
Promoting Independence
SNOT
I GGLEG
R
I
N
ELEVANT
NTERESTING
AUGHTY
MEASURING PROGRESS
Instead of saying
“SHOW ME VISIBLE PROGRESS”
turn it into a different statement
“SHOW ME WHERE THERE ISN’T VISIBLE PROGRESS”
www.clairegadsby.com
ASSESSMENT WITHOUT LEVELS
Session TWO
The DfE have said
• Levels will be removed and not replaced because
• Parents don’t understand them
• Teachers worry about levels not what children can do
• Schools should have more freedom to decide
• Assessment should check what pupils have learned and make sure they are on track to meet expectations.
• Schools must report regularly to parents
Assessment headlines
NONE of this is happening.
Here are some ideas that the government suggested:Decile ranking of students
Writing judged on SPaGAll schools under 85 per cent L4s below the floor
NAHT documentHere are the highlights of the announcement:
• Current balance of teacher assessment and testing will remain.
• Writing will continue to be teacher assessed for KS2 SATs.
• The spelling, punctuation and grammar test will NOT count towards the floor standard; the writing assessment will.
• KS1 will be externally set, internally marked and then moderated.
www.naht.org.uk/welcome/news-and-media/key-topics/assessment/profession-takes-lead-on-assessment-after-the-end-of-levels/
Assessment headlines
Assessment headlines
Dfe documentNew assessments will reflect the more challenging national curriculum. Specifically we will:
• • introduce more challenging tests that will report a precise scaled score at the end of the key stages rather than a level;
• • make detailed performance descriptors available to inform teacher assessment at the end of key stage 1 and key stage 2. These will be directly linked to the content of the new curriculum;
• • improve the moderation regime to ensure that teacher assessments are more consistent.
www.gov.uk/government/consultations/new-national-curriculum-primary-assessment-and-accountability
Dfe documentOur accountability system will reflect the raised expectations of primary schools and recognise the excellent work they do. We will:
• • set a challenging aspiration that 85% of children should achieve the new expected standard by the end of primary school. Over time we expect more and more schools to achieve this standard;
• • introduce a new floor standard, which will be based on the progress made by pupils from reception to the end of primary school. This will be underpinned by a new assessment in reception that will capture the school’s starting point from which progress will be measured. A school will fall below the floor only if pupils make poor progress and fewer than 85% of them achieve the new expected standard;
• • require schools to publish information on their websites so that parents can understand both the progress pupils make and the standards they achieve.
www.gov.uk/government/consultations/new-national-curriculum-primary-assessment-and-accountability
Hot off the press!
www.gov.uk/government/collections/national-curriculum-assessments-test-frameworks
National currilculum tests“performance descriptor”
6.7 Performance descriptor
• This performance descriptor describes the typical characteristics of children whose performance in the key stage 2 tests is at the threshold of the expected standard. Children who achieve the expected standard in the tests have demonstrated sufficient knowledge to be well placed to succeed in the next phase of their education having studied the full key stage 2 programme of study in English. This performance descriptor will be used by teachers to set the standards on the new tests following their first administration in May 2016. It is not intended to be used to support teacher assessment since it only reflects the elements of the programme
National currilculum tests“level of demand”
“Challenging”
“Moderate”
“Accessible”
“Very easy”
timetable for tests
Spelling resources
www.topical-resources.co.uk
Spag – online resources
www.oxfordowl.co.uk/for-home/reading-site/expert-help/grammar-punctuation-and-spelling-made-easy
www.topmarks.co.uk/Interactive.aspx?cat=46
www.teachitprimary.co.uk/spagtips
www.abcya.com
testbase