Tell us

something you KNOW,

something you ARE ABLE TO DO

and

something you UNDERSTAND

To know about IPC Assessment for Learning

To be able to share your child’s IPC learning

What do you already know about IPC Assessment for Learning?

Knowledge To know…

Skills To be able to…

Understanding To understand ..

Data, facts, information Relatively simple Knowing ‘that’, knowing ‘about’ Continually expanding Knowledge explosion! Can be researched or taught by presentation

Practical: to be able to do something Take time to develop through practise and

experience: need to be revisited Essence of many subjects: What scientists

do...what historians do… At the heart of every subject Fewer key skills than ‘facts’ Cross-cultural Transferable

Complex relationship between knowledge and skills, developed over time

Is facilitated, rather than taught.

Do we ever truly understand something or do our knowledge and skills over time help us to develop an

understanding? How often to we ask if or say that we understand

something? Should we be really ask ‘Do you/I know…?

Knowledge is easily assessable by tests, check ups and quizzes.

Skills is difficult to assess out of context, no right/wrong. Skills need to be assessed more than once, as they are developmental.

Understanding is more complex. It is longer, multidimensional process. Can we ever truly assess understanding?

SUMMATIVE

A one off event/test May be feedback but no feed

forward Grades not necessarily with actions Don’t need to know the learner Aimed at reporting

FORMATIVE

Continuous Related to learning targets Looks forward: target setting Feeds forward: gives learning advice Personalised Learning Learning to Learn Leads to improvement Encourages engagement and self assessment Self Motivation/ownership of learning WIIFM

Assessments we use to track progress and inform individual needs and

to future planning for learning.

Vocabulary Picture test: Sept. & June Salford Reading test: Sept. & June Daniels & Diack Spelling test: Sept. & June On going assessments in Literacy & Numeracy using the ENC levelsIPC 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.¨

It’s good to tell her how high she has jumped.

(Assessment of Learning - Summative)

It’s much better to recognise the height and help her to jump higher.

(Assessment for Learning – Formative)

Watch the jugglers in action. Are they working at ‘Beginning’, ‘Developing’

or ‘Mastering’ level? How do you know?

Beginning

The person is able to throw one ball up and catch it. Catching is usually accurate but not always.

They still need to watch and follow the ball with their eyes.

Developing

The person is able to throw two balls up and catch them with different hands.

There is still some confusion about which hand to use.

They can sometimes look straight ahead when throwing but often use their eyes to follow the ball.

Mastering

The person is able to throw three balls up and catch them with succession in different hands.

They are able to look straight ahead when juggling and can automatically sense where to throw the balls

Using the rubric to decide what advice you can give each other to help you move from ‘Beginning’ to ‘Developing’ or from ‘Developing’ to ‘Mastering’.

Skills based: over a Milepost Identifies Key Skills Rubrics for children: self assessment Rubrics for teachers: ongoing assessment Learning advice, to help children to improve

their skills Tracker to record assessments & progress

Geography Key Skills 2.5 Be able to use geographical terms 2.6 Be able to describe the main geographical features of the area immediately surrounding the school 2.7 Be able to make simple maps and plans of familiar locations 2.8 Be able to use maps at a variety of scales to locate the position and geographical features of particular localities 2.9 Be able to use secondary sources to obtain geographical information 2.10 Be able to express views on the features of an environment and the way it is being harmed or improved 2.11 Be able to communicate their geographical knowledge and understanding to ask and answer questions about geographical and environmental features

Art Geography History

ICT Music Physical Education

Science Technology International

Geography Key Skill 1.10

Be able to make maps and plans of real and imaginary places, using pictures

and symbols

(Milepost 1: age 5-7 years, Primary 2 and 3)

Details what the key skill will ‘look like’ in action and exactly how a child performs

within each learning stage.

Beginning Developing Mastering

Corresponds to and reflects the teachers’ rubric, written in ‘child-speak’.

I’m getting used to itI’m getting better

I’m really getting it

Used to explain the key skill, success criteria and expectations, in children’s language

Used to involve children in their learning andassessment process, including target setting

Used before, during and after a learning task: encourages reflection on their learning

Learning advice given for each key skill

How to progress from Beginning to Developing

How to progress from Developing to Mastering

For individual children/groups/classFor children at ‘Mastering’ level, used to

consolidate learning and to move to the next learning stage

• Your children will be talking about their learning (not only what they are doing) in terms of knowledge, skills and

understanding.• They will be able to talk about learning skills: some new

and some consolidated, and using rubrics to self assess. • Rubrics and other methods will be seen with their IPC subject learning, as evidence of their own self assessment.

• The IPC section of your child’s termly reports will include comments about their learning achievements in IPC with

reference to knowledge, skills and understanding.

Any questions or further clarification?

www.greatlearning.com/ipcwww.internationalprimarycurriculum.com