Assessing Pupils’ Progress Redcar & Cleveland pilot 07/08

Assessing Pupils’ Progress

Redcar & Cleveland pilot 07/08

Assessment: ways of looking

Standing back

Public view

Close upDay-to-

day

Periodic

Transitional

Day-to-day

Periodic

Transitional

Ways of looking : key featuresLearning outcomes shared with pupils

Immediate feedback and next steps for pupils

Peer- and self-assessment

Broader view of progress

Using national standards in the classroom

Improves curriculum planning

Formal recognition of achievement

Reported to parents/carers and next teacher/school

May use tests/tasks from national sources

APP supports teachers in:

• making level-based day-to-day and periodic assessments of pupil progression

• integrating Assessment for Learning into classroom activity

APP provides information

For diagnostic purposes relating to progress of individual pupils

For in-school curriculum planning purposes

For external reporting purposes

Where APP fits in

Day to day teaching

and learning

Evidence of pupil

performance

Periodic assessment

using assessment guidelines

Informing teaching and learning

In-school curriculum planning

APP and change in practice during the 2006-7 pilot Change FROM extensive use of topic tests TO ongoing

assessment Change FROM modest use of Assessment for Learning

(AfL) approaches TO systematic assessment of topics in this way, with LEVELS as outcomes

Change FROM inconsistent TO consistent use of assessment materials and criteria across a department

PLUS increased personalisation of learning, through attention to diversity of pupil assessment outcomes

Assessment Guidelines and Assessment Focuses

The focuses are made up of levelled bulleted statements, or assessment criteria

The Standards Files

The Standards Files provides sample levelled work, with annotations

They are of key importance in establishing National Standards

Assessment is not a precise process Every assessment has

some degree of uncertainty

Multiple judgements are needed

A picture builds up over time

Diversity of assessment opportunities Explanation - written, illustrated, spoken Issue exploration - written, illustrated,

spoken Communication - in any medium Investigation - recorded or observed Evidence and conclusions - written,

illustrated or observed

Record keeping - the traffic light approach

Assessment opportunities provided and evidence of achievement not displayedAssessment opportunities provided and evidence of achievement partially displayedAssessment opportunities provided and evidence of achievement fully displayedNot covered by the assessment opportunities provided in this sample