Hampshire Assessment Model,

informed by NAHT model for assessment,

for discussion and development

May 19th 2015

County Assessment strategy (primary) Where are we now?

• Consultation on performance indicators

– The removal of levels was based on the principle that schools are best placed to develop their own high-quality formative assessment systems, which are diagnostic and which are not necessarily nationally referenced.

– The intention of the performance descriptors is to provide summative assessment at the end of Key Stages 1 and 2 only.

They are not intended to inform ongoing assessment.

Commission on Assessment

Without Levels

• Responses to the consultation raised concerns that performance descriptors could be applied to formative assessment in a way that is not intended .

• As a result of some of the conflicting responses to the consultation, we will work with relevant experts to determine the most appropriate course of action to address the concerns raised and will inform schools of the agreed approach by September 2015.

• In the meantime, and to help with this, the Government is establishing a Commission on Assessment Without Levels to collate, quality assure, publish and share best practice in assessment with schools across the country.

Hampshire’s emergent thinking

• Background research, drafting materials, trialling ideas in English, Mathematics, Science and in assessment and tracking.

• Building on key principles that underpin effective curriculum, teaching and assessment practice through: – Assessment networks

– En and Ma core subject leader networks

– Bespoke support to individual schools and networks

• Seeding ideas and gathering feedback from schools at a range of levels

• Assessment and tracking systems currently available: are we holding onto “levels” based thinking?

The prize?

• In Hampshire…

• It surely cannot be about doing things the same?

• How might we re-think curriculum, teaching and the role of assessment in order to change the game?

• How do we make sure we spend time on professional development in the critical areas?

• What existing thinking can we draw upon?

• What new thinking is needed?

• What it’s not…..

1. The prize for getting this right:

turn opportunities into improvement

2. The principles of linked curriculum,

teaching and assessment thinking

3. Defining clearly the learning journey

in each subject domain

4. Exemplify a range of revealing assessments

activities

5. Modelling planning processes

that embed assessment activities

6. redefine the nature and purposes of intervention and

differentiation

7. Create effective recording and

tracking systems

8. Develop robust moderation processes to

exemplify the journey to "mastery"

9. Create clear models for reporting

to internal and external audiences

A sequence of principled steps

that inform our model

Mastery Learning and goals;

catch up/ keep up

Developing a coherent

assessment strategy

Some big ideas

“Mastery”

• A learning journey

not just a destination

• Pupil-Paced

Learning

• Sufficiency

• Catch up, and keep

“on track”?

A working model for

“Masterly Learning”?

Unit of

learning

and

objectives

Sufficiently

Learnt?

Yes

No

enrich

Correct

Next unit

of learning

and

objectives

Correct No

Adapted from

Bloom, 1971

Working definitions of “mastery”

• In Maths: Over time and represented in multiple ways, use mathematical language to link related ideas, think mathematically and independently apply it to a totally new problem in an unfamiliar situation.

Adapted from Drury, H (2014) Mastering mathematics, Teaching to transform achievement OUP

• In English: select and combine elements from across appropriate domains with sufficient proficiency over time, in a range of known and unknown contexts to successfully comprehend or communicate meaning and intent

• In Science: Understand the specific key ideas in each science topic, and in each lesson and ensure they can apply them independently.

• In other subjects?

Mastery learning

• The Hampshire model expects that children will deepen their grasp of key ideas, over time, rather than move on and leave gaps behind

• Through being well taught and given curriculum opportunities they will develop and demonstrate their resourcefulness and versatility, (in an age appropriate way)

• This will be evident in their capacity to applying their knowledge, skills and understanding with (sufficient): – Fluency over time

– Independence

– Resilience to deal with complexity and new contexts

• This does not mean that all pupils achieve the same degree of mastery… but it is at least sufficient, so that they can make successful progress through the fundamental ideas. No one left behind

Walls

• Key ideas, sufficiently understood and linked

• Secure foundations and strong, interlocking bricks.

• Taking care to leave no significant gaps

• Echoes the year group curriculum “layers”

• Benefits for lower and higher attaining pupils?

Securing success through

feedback and action

• What matters? – Every pupil

– All the curriculum

• Mindset shift? – Every adult

– Every pupil

• Assessment “alongside and inside”

• Prompting not avoiding: – Misconceptions,

– fragile skills,

– hesitant recall

Challenge for all

• From Surface to Deep,

over time

• What is the minimum

expectation for every

pupil so they are

secure for the next

learning step?

From Surface to Deep

Bright Spots: 10th September 2014

Why Differentiate?

• Same objective for all pupils

• Pupils are all different

• We may need different tasks to get them to the same expectations

• Pupils are all different

• You need different objectives

• We need tasks that get them to different expectations

From

To

Why we do need to differentiate:

the significance of variation

• We see things differently

• Our awareness needs focus

• We learn through seeing how things connect

• We learn through comparison

Variation Theory and the Improvement of Teaching

Mun Ling Lo 2012

Re-imagining Differentiation

• Differentiates , not by a teacher’s notion of “ability”, but through the teacher’s insights into the way each learner is “seeing” the learning intention of the task.

• This derives from more assessment alongside pupils, not just of them, and draws on deep subject knowledge, including knowing where to anticipate and how to provoke, misconceptions

• Finding the right, “different”, ways to get them all to a sufficiently secure point.

The sweet spot

Knowledge of the pupil

Expectations Knowledge

of the subject

Challenge

Are we getting there? • How many pupils are securely on

track to age related expectations?

• Age related progression steps or “Milestones”, rather than overlapping levels.

• What progress is being made in ensuring more children achieve this over the year?

• If all children are on track then how are you ensuring their learning is deepening?

• How do you robustly evaluate this from moderation and tracking at individual, group and cohort level?

Continuous and Diagnostic Assessment

Mastery Learning and goals;

catch up/ keep up

Walls: the curriculum builds

on and links

Growth mindsets and formative

feedback

Solo Taxonomy: from surface to

deep

Variation theory- learning focus and

differentiation

Periodic and annual summative

assessment &

robust moderation

Some big ideas that underpin the work in HIAS to develop a coherent assessment strategy

The Global Model for English,

Mathematics and Science

• We are developing an example of one model for assessment that is intrinsically linked into curriculum and teaching - there will be others

• Schools must do their own hard thinking to make this all work well in terms of improving the quality of individual pupils’ ‘knowing about the matters, skills and processes specified in the relevant programmes of study’

• The role of this model is to provide a well-thought out example to help schools on that development, that they can appropriately adopt and refine or adapt to their own contexts

Our Proposal:

• It is proposed to offer schools a range of

development opportunities to either:

– Work alongside HIAS and each other in school

network groups to refine and establish a Hampshire

Assessment Model, or

– Draw upon the expertise and challenge of working in

existing assessment and subject networks HIAS

networks and/or commission individual or small group

consultancy to develop their own models

Key features

1. Manageable “phases” of assessment

2. Interweaving the “domains” in each subject

3. Tracking progress against milestone standards (graduated, secure and moderated)

4. Building the learning journey: from Apprentice to Expert

5. Developing tracking and reporting formats

1. Manageability: Phases

– mapping a curriculum which enables children to demonstrate, apply and combine their competencies in broader and increasingly challenging contexts as the year progresses

– mapping the range of assessment foci, appropriate to the year, across all domains

– Ensure fundamental ideas are introduced earlier in each year (Phase 1)

– Most challenging ideas build upon what is being secured earlier (Phase 2&3)

– Working across domains is key to improving mastery

Adopt, adapt…

Alternative format

Adopt, adapt…

WORD

READING

2. Inter-relationship of domains -

Reading

• Development and assessment of word reading is essential to support reading fluency and accuracy

• Children can still develop aural comprehension, even if they are unable to decode

• Proficient readers draw upon the various domains to varying degrees when building a coherent understanding of a text

• The predominant domain used in the Primary Phase is expected to be ‘comprehension’ (weighting in assessments)

• Children will be expected to draw upon a range of domains to perform at age-related expectations in both key stages (including Word Reading)

Comprehension

Inference

Language for Effect

Themes and conventions

Approximate weightings of

assessed reading strands from

Key Stage 1 to Key Stage 4

0

10

20

30

40

50

60

70

80

90

100

Key Stage 1 Key Stage 2 Key Stage 4(Language)

Language for Effect

Inference

Comprehension

Themes andConventions

Inter-relationship of domains -

Writing

• Children are expected to

secure fluency in all

domains at the

appropriate, age-related

standard

• Accuracy of technical

skills in grammar and

punctuation should not

be assessed in isolation

• Composition is the

dominant domain

Transcription

Handwriting

Vocabulary, grammar and punctuation

Composition

Inter-relationship of strands

within composition

Texts which are engaging and appropriate

Texts which are organised and cohesive

Sentences which are varied and

accurate

Vocabulary which is

appropriate and effective

• Pupils’ next steps can often be heavily focused within the technical strands, i.e. vocabulary and sentence level

• Composition and effect remains the driver for accurate writing

• Accurate, fluent writers will be more aware of the organisational and compositional choices they are making (at an age appropriate level)

• Successful writing will incorporate accurate choices from within all 4 strands

Linking domains in mathematics

What might be expected of a child? (How do the writing domains inter-relate?)

Appre

ntice Vocabulary Choices (Composition & Effect) + Text Structure & Organisation + Sentence

Structure and Punctuation

• Children use ‘adventurous’ words in their writing (although they may not always be the

most accurate for the writing context or purpose)

• They shape their writing into coherent sections which are mainly developed using simple

and compound sentences.

Com

pete

nt Vocabulary Choices (Composition & Effect) + Text Structure & Organisation

• Children’s word choices are now more accurate and begin to provide a clear viewpoint for

the reader

• Links between sentences or paragraphs create a coherence within the writing

Expert

Composition & Effect

• Writing accurately meets the needs of the purpose and audience and clarity is enhanced

through greater levels of development and expansion within sentences and paragraphs

3. Tracking individuals Class Average

3.1 4.7 2.6 2.9 3.1

Number & Place Value Addition/Subtraction Multiplication/Division Fractions

add and subtract numbers mentally and on paper, including:

count in multiples

of 6, 7, 9, 25 and

1000

add numbers with

up to 4 digits using

the formal written

methods of

columnar addition

where appropriate

recall multiplication

and division facts

for multiplication

tables up to 12 × 12

recognise and

show, using

diagrams, families

of common

equivalent fractions OverallFirst Name

John 4 5 3 3 3.0

Chris 3 5 3 2 3.3

Sam 2 4 1 1 1.5

Ishmal 1 4 1 1 1.4

Lauren 4 6 3 4 3.8

Ben 2 4 1 1 1.4

Tim 3 5 3 3 3.3

Esther 3 5 3 3 3.1

Connor 2 4 1 1 1.6

Nazir 4 5 3 2 3.0

Joannne 4 4 3 2 3.2

Key: 1 = Beginning 3 = Working within 5 = Secure

0 = On band below 2 = Beginning + 4 = Working within + 6 = Secure +

Who is, and who is not, on track?

Detailed for day to day reference,

diagnostics and planning

NAHT Key Performance Indicators (KPIs) in bold

Year: 3 Date:

Y2

Number and Place Value

• count from 0 in multiples of 4; find 10 or 100 more or less than a given number.

• recognise the place value of each digit in a three-digit number (hundreds, tens,ones)

• identify, represent and estimate numbers using different representations

• read and write numbers from 1 to 20 in numerals and words.

Addition and Subtraction

• add and subtract numbers mentally, including: a three-digit number and ones, three-digit number and hundreds.

• estimate the answer to a calculation and use inverse operations to check answers

Multiplication and Division

• write and calculate mathematical statements for multiplicaton and division using the multiplication tables that they know using mental and formal written methods

Fractions

• count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts.

• recognise, find and write fraction of a discrete set of objects: unit fractions

• compare and order unit fractions, and fractions with the same denominators

Measurement- measure, compare, add and subtract:

• lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

• measure the perimeter of simple 2-D shapes

• add and subtract amounts of money

• tell and write the time from an analogue clock and 12 hour clock

• use vocabulary such as a.m./p.m., morning, afternoon, noon, midnightGeometry: properties of shapes

• draw 2-D shapes and make 3-D shapes using modelling materials

• identify right angles

• identify horizontal and vertical lines

% achievedJon

Fred

Ph

as

e 1

in

cl Y

ea

r 2

Phase 1: Individual achievement %

Mathematics Aims: Fluency - Reasoning - Problem solving

• recall and use multiplication and division facts for the 3, 4 multiplications tables.

Establish milestones

– For specific points in the year, towards secure ARE

– Indicate “sufficient” grasp of key ideas (“on track”)

– Anticipates deepening of ideas through combining

aspects of skill, knowledge and understanding from

across domains as the year progresses

– Robustly moderated and exemplified

– “Stop and think” strategic assessment

– Prioritises effort to get (almost) all children to (or very

close to) the next milestone

• Phase 1: Sept to Nov

– Milestone 1 (November)

• Phase 2: Nov to Feb

– Milestone 2 (February)

• Phase 3: Feb to April

– Milestone 3 (April)

• Phase 4: Apr to July

– EOY ARE (July)

4. The Learning Journey

Apprentice

Competent

Expert

Multiplication

And

Division

Place Value

Fractions

Assessment Model

- a chance to stop and check…

Adopt or adapt…

To be “on track” at…..

Phase 1 objectives Phase 2 objectives Phase 3 objectives

Milestone 1 (November)

Apprentice Not yet introduced

Not yet introduced

Milestone 2 (February)

Competent and Apprentice Not yet introduced

Milestone 3 (April)

Expert and Competent and Apprentice

End of Year Age Related Expectations

Expert

and

Expert

and

Competent/Expert

Objectives have to be “sufficiently”

secured at each strategic assessment

for a pupil to be “on track”.

As time goes on…

deepen and extend

Mathematics

•By the each assessment window, greater fluency is expected in those aspects

already introduced e.g. in Phase 1. This is defined as the “Competent”

standard……

…..whilst also achieving at least “Apprentice” standard in the more recently

introduced Phase 2 elements.

A Year 3 example - Reading

What might be expected of a child? (Including how reading domains can inter-relate)

Appre

ntice Inference

• Children develop upon their simple inference skills from Year 2, and

are able to provide more plausible inferences about, for example, a

character’s feelings based on their actions.

• These may be supported by a specific point in the text.

Com

pete

nt Inference + Comprehension

• Children are able to draw upon details within a number of paragraphs

which support their inferences about a character’s feelings based on

their actions.

• These should now be supported by reference to the text.

Exp

ert

Inference + Comprehension + Themes & Conventions

• Children are able to use their experiences of other books read and how

authors develop characters through the duration of a story to

strengthen their inferences and predictions about a character’s feelings

based on their actions.

Year 3 Mathematics:

Fluency, reasoning, problem solving

What might be expected of a child? (How do the domains interrelate?)

Appre

ntice

Phase 1: Number and PV +multiplication and division

In order to solve problems children can:

• Independently identify when to use multiplication or division for simple problems

• recall multiples of 4 as counting, building on from KS1 and record on number lines

• represent multiples of 4 using concrete objects and on number lines building on from Y2

• Organise multiples of 4 in arrays and record x and ÷ facts

Com

pete

nt

Phase 1 + Phase 2

In order to solve problems children can

• Independently record multiplication or division calculation needed and then decide whether to use a

number line or array model to show solutions

• Use reasoning and fluency with facts up to the 12th multiple to solve missing number problems

e.g. 28 ÷ = 7

• Know all related multiplication and division facts for 2,3,4,5,10x and explain using diagrams

• Know whether there will be remainders when solving problems involving grouping in 2,3,4,5 and 10s

and explain why using diagrams

Exp

ert

Phase 1 +Phase 2+ Phase 3

In order to solve problems children can:

• Use arrays to show how one multiplication fact can relate to another using doubling and halving

• Use reasoning and fluency with facts to solve missing number problems eg 96÷ = 4

• Make connections with division and unit fractions (halving=divide by 2)

• Solve problems reliably and accurately in context of measures using appropriate units.

National Curriculum Objective

and Hampshire additional guidance

What might be expected of a child? (How do the reading domains inter-relate?)

Phase 1

Draw inferences such as inferring characters’ feelings,

thoughts and motives…

Discuss the actions of characters

Inference

• Children develop upon their simple inference

skills from Year 2, and are able to provide

more plausible inferences about, for

example, a character’s feelings based on their

actions.

• These may be supported by a specific point in

the text.

Phase 2

Discuss their understanding and explain the meaning

of words in context

Show understanding of the main points drawn from

more than one paragraph

Predicting what might happen from details stated and

implied

Justify views of the actions of characters by referring

to the text

Inference + Comprehension

• Children are able to draw upon details within a

number of paragraphs which support their

inferences about a character’s feelings based

on their actions.

• These should now be supported by reference

to the text.

Phase 3

Identify themes and conventions in a wide range of

books

Draw on growing knowledge of authors

Identify main ideas drawn from more than one

paragraph…

Understand how paragraphs are used to order and

build up ideas…

Inference + Comprehension + Themes &

Conventions

• Children are able to use their experiences of

other books read and how authors develop

characters through the duration of a story to

strengthen their inferences and predictions

about a character’s feelings based on their

actions.

Alternative format

Adopt, adapt…

Standards and moderation • It is essential that there is a clear exemplification of the expected standard,

across all domains, in each subject, at each milestone.

• A large part of this, but by no means all, will be written and can be used to define clear benchmarks that exemplify what a secure journey towards mastery of the domains of learning looks like at regular intervals

• It would also provide exemplification of the opportunities to enrich and deepen that mastery, strengthening the foundations for the curriculum that follows and the common misconceptions that indicate insecure fluency

• From individual pupil’s work the school can create a standards file showing achievement in all subjects. This will create a benchmark for assessment purposes in future years (NAHT).

• Disciplined moderation activities within and between schools is essential. This might be on the basis of agreed “standards files” can be used as and when necessary to take part in cross school moderation activities, when the standards can be agreed or altered according to decisions at the moderation (NAHT guidance).

Name: DOB: Gender: Class: Y3

FSM/PP

SEN LAC EAL

Sup

po

rtin

g fl

ue

ncy

, cla

rity

,

accu

racy

, an

d c

oh

ere

nce

Year 3 Reading Domains

Milestone Notes for Action

1 2 3 ARE Comp: Clarify Optional text to summarise achievement and

strength in an aspect of comprehension? Comp: Monitor and summarise Comp: Select and retrieve Reason and explain Themes and conventions Inference Language for effect

Flu

en

cy, c

lari

ty,

accu

racy

, co

he

ren

ce Year 3

Writing Domains Milestone Notes for Action

1 2 3 ARE Transcription Text explains next steps in strengthening

specific compositional aspects of writing. What is to be done?

Handwriting Composition Vocab, Gram, Punctuation

Solv

ing

pro

ble

ms

& w

ork

ing

acro

ss d

om

ain

s u

sin

g:

Year 3 Mathematics Domains

Milestone Notes for Action

1 2 3 ARE

Number and Place value Text explains urgent next steps to strengthen multiplication and division and aspects of geometry through adaptions to quality first teaching and focused interventions.

Addition and subtraction Multiplication and division Fractions Measurement Geometry Statistics

Subject % domains On Track?

Reading 100% Yes

Writing 75% Close to

Mathematics 71% no

Overall 82% Close to 100% of domains =securely on track and above (green)

75%+ of domains= close to but not yet securely on track (Amber)

Below 75% of domains= requires acceleration in progress (Blue)

Intervention Programme Nov-Feb

E.g. the profile of achievement suggests that the pupil

needs to make accelerated progress in the phase one

aspects of multiplication/division and composition in

writing. Unless this is secured, future progress in more

demanding objectives, including in other aspects of

maths and writing, will be compromised. The pupil’s

weakness in geometry is less acute but nonetheless

needs to be reinforced. The teacher would consider how

to address these needs through adaptation of quality first

teaching and intervention…perhaps taking place during

some of the time devoted to handwriting or reading

comprehension where progress is more secure?

Arguably, taking time to catch up in areas of relative

weakness is more important than pushing ahead in areas

of relative strength?

5. Tracking formats

Are individuals, “on track”?

Emphasises secure rather than best fit judgement

Cohorts: keep up , catch up? Y3

Mat

hem

atic

s

YEAR 3 Cohort size= 35 Achievement in Phase bands

No

vem

ber

mile

sto

ne

Below (securing

Y2)

Expected (Phase 1)

Beyond (Phase 1 and 2)

Phase 1,2 and 3

Working within Y4

On track

ARE On track entering

Y4

Number on track ARE or exceed

14.3% 80.0% 5.7% 0.0% 0.0% 80.0% 5.7% 85.7%

Feb

ruar

y

Mile

sto

ne

Below (Y2/ Phase 1 only)

Expected (Phase 1 + 2)

Beyond (Phase 3)

Working within

Y4

On track

ARE On track entering

Y4

Number on track ARE or exceed

8.6% 82.9% 8.6% 0.0% 82.9% 8.6% 91.4%

Ap

ril

Mile

sto

ne

e

Below (Phase 1+2 only)

Expected (Phase 1,2 & 3)

Beyond (Phase 3S or Y4)

On track

ARE On track entering

Y4

Number on track ARE or exceed

8.6% 77.1% 14.3% 77.1% 14.3% 91.4%

Sum

mer

Mile

sto

ne Below

(Emerging or Developing fluency Phase 1, 2 & 3)

Expected (Secure fluency phase 1, 2, & 3)

Beyond

(Secured Y3 and Working within

Y4)

Secure

ARE

Secure and

Above ARE

End of Year 3 ARE+

5.7% 80.0% 14.3% 80.0% 14.3% 94.3%

The proportion of children “On track” and

“Beyond” increases

Groups: keeping up & closing gaps?

ALL

Below (securingY2)

Expected (Phase 1)

Beyond (Phase 1 and 2)

Phase 1,2 and 3

Working within Y4

On track

ARE On track

Y4E Number on track ARE or exceed

14.3% 80.0% 5.7% 0.0% 0.0% 80.0% 5.7% 85.7%

Bo

ys Below

(securingY2) Expected (Phase 1)

Beyond (Phase 1 and 2)

Phase 1,2 and 3

Working within Y4

On track

ARE On track

Y4E Number on track ARE or exceed

18.8% 81.3% 0.0% 0.0% 0.0% 81.3% 0.0% 81.3% GAP (ALL) -4.5% 1.3% -5.7% 0.0% 0.0% 1.3% -5.7% -4.5%

Gir

ls Below

(securingY2) Expected (Phase 1)

Beyond (Phase 1 and 2)

Phase 1,2 and 3

Working within Y4

On track

ARE On track

Y4E Number on track ARE or exceed

10.5% 78.9% 10.5% 0.0% 0.0% 78.9% 10.5% 89.5% GAP (ALL) 3.8% -1.1% 4.8% 0.0% 0.0% -1.1% 4.8% 3.8%

A gender gap is identified: is any gender action needed?

Subject “progress” analysis Mathematics

Key stage 2: Year 3

On entry

November Milestone

Gain since OE

February Milestone

Gain since OE

March Milestone

Gain since OE

EOY ARE

Gain since OE

Solv

ing

pro

ble

ms

usi

ng:

All domains of mathematics

80% 85.7% +5.7% 91.4% +11.4% 91.4% +11.4%

94.3%

14.3%

Number and Place value 80% 85% +5%

Addition and subtraction 90% 90% +0%

Multiplication and division 70% 85% +15%

Fractions 70% 85% +15%

Measurement 85% 85% +0%

Geometry 90% 90% +0%

Statistics 85% 85% +0%

Gaps in weaker domains are narrowed.

Stronger domains are improved (new

milestone standard is tougher) but was

“gain” needed…?

Accounting for progress

Subj

ect

Year

Gro

up

or c

lass

Milestone strategic

assessment

Below (securing

previous year expectations)

Achieved expected Milestone

Securely beyond

expected Milestone

Number on track to

achieve or exceed ARE+

ACTION?

Rea

ding

Y3

On year Entry

20% 74% 6% 80%

November (Milestone 1)

14% 80% 6% 85.7%

Gain OE 6% 6% = 6%

Wri

ting

Y3

On year Entry

20% 74% 6% 80%

November (Milestone 1)

14% 80% 6% 85.7%

Gain OE 6% 6% = 6%

Mat

hem

atic

s

Y3

On year Entry

20% 74% 6% 80%

November (Milestone 1)

14% 80% 6% 85.7%

Gain OE 6% 6% = 6%

What success looks like:

1. Maintaining high proportions of children at an increasingly

demanding, year group specific standard (e.g. 85%+)

2. Increasing the proportion of pupils “on track” to narrow the gap

(e.g. towards 85% for all & groups)

Other subjects, other models,

same principles

Assessment support June: Developing

School Assessment

Models - workshops

Further exploration of the Hampshire principles & model, including tracking

and key aspects of classroom pedagogy that underpin it– half day

workshops

2, 3, and 4th

June am/pm

July: Assessment for

Learning networks

Assessment updates and feedback on the 2014/15 cycle, EYFS feedback

on baseline & gathering high quality evidence

Feedback from STA Hampshire Pilot of the revised Performance descriptors

Hampshire Assessment Model – unpicking the model

Moderation of ‘trays of work’ from a pupil who meets the expected

Performance standards/NAHT in Year 1 and Year 4 for either writing or

mathematics.

Dates

throughout

July

October Hampshire

Assessment Model –

Workshop 1

15 schools per group: working with En, Ma and PPI

Invitation through the year to have up to 4 leaders attend project meetings

(4 terms/ 2 financial years)

Apprentice standards – what are we looking for? What does that look like

for each year group at the Phase 1 aspects?

Nine dates in

October:

8 Hants +

1 IOW

November:

assessment networks

high quality evidence – book scrutiny, observation developmental

session and moderation activity Throughout

November January Model

workshop 2

Developing pedagogy and establishing February standards

February

assessment networks

Moderation and assessment updates

Cycle repeated in next financial year

Key skills and the basis of

professional development

• A programme of further CPD will be offered to move teachers from the mind-set & behaviours of periodic best fit assessment to continuous assessment and:

– Design tasks that emphasise the inter-relationships between

objectives and their application to challenging contexts and so inform continuous assessment and reinforcement

– Challenge and provoke to uncover misconceptions, hesitancy of knowledge and unreliability in skills

– Remain highly receptive and adaptive to feedback from children’s learning

– Broaden, deepen and extend before moving on to new ideas