ASSESSING READING AND THE ROLE OF APP

PGCE (FT) - Week 4

Objectives

Understand the place of APP in the teaching and learning of English

Be able to assess children’s reading alongside specific assessment focus

Assessment for Learning

“assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.”

Inside the Black Box (Black and William, 1998)

Ofsted’s commonest finding: Assessment does not sufficiently inform teaching

and learning.

Assessing pupil progress

Teachers assess against agreed Assessment Focuses. They correspond to the Primary National Framework but do not fit

exactly. For example,

There are 7 AFs for reading and 8 for writing. Teachers keep a portfolio of evidence about a child’s progress.

These include running records, miscue analysis, reading conferences, informal/formal observations.

5 & 6. Word Reading Skills and StrategiesUse phonics to read unknown wordsUse knowledge of syntax, context, word origin and structure to establish meaning

Assessment Focus 1Use a range of strategies, including accurate decoding of text, to read for meaning;

8. Engaging with and Responding to texts:Read independently for purpose pleasure and learning

Evidence from teaching Assessment evidence could include:

Formal reading conferences with 1:1 time with a child Miscue analysis or running records Observations during library time or independent

reading time Guided reading time TA observed shared reading time 1:1 reading with teacher or TA Favourite book time – children bringing in books from

home to share Learners’ self-assessment Reading on screen Retellings and reading discussions

Listening to Annie

Focus on AF2: Understand, describe, select or retrieve information, events or

ideas from texts and use quotation and reference to the text.LEVEL 3 Simple, most obvious points identified though there may also be

some misunderstanding e.g. about information from different places in the text.

Some comments include quotations from or references to text, but not always relevant e.g. often retelling or paraphrasing sections of the text rather than using it to support comment.

LEVEL 2 Some specific straightforward information recalled, e.g. names of

characters, main ingredients Generally clear idea of where to look for information e.g. about

characters, topics

Reading conferences

Overall impression of the child’s reading the child’s degree of confidence and

independence ways in which the child reads the text aloud

(eg fluency, expression)

Strategies used when reading the text aloud:

drawing on previous experience using book language reading the pictures using tunes and patterns of text focusing on print: (directionality, 1:1

correspondence, recognition of certain words) using semantic/ syntactic/ grapho-phonic cues using analogy predicting self-correcting using several strategies or over-dependent on

one using strategies appropriate to this particular

text (eg information text)

Response, understanding and analysis

How far the child is able to: make links with personal

experience and other texts, indicating preferences

explore literary meanings eg. retell, predict, read pictures/diagrams

understand beyond the literal, reflect on wider meanings

discuss patterns and features of text

Adapted from CLPE (1990) The Primary

Language Record Handbook, London: CLPE

Reading conferences

Formal or informal? Set the parameters: do not disturb,

length of time, what about the other children, where do you sit, purpose?

What do children read outside of school? What choices do children make – are

they reading a range of genres? Ask supportive questions, clarifying or

extending questions

Reading Conference(adapted from Merchant, G and Marsh J (1998) Co-ordinating Primary Language and Literacy, London: Paul Chapman Publishing)

Attitude to readingWhat do you like or not like about reading?What is your favourite book?Do you have a favourite author?How good at reading do you think you are?Where and when do you like to read?Do you like being read to?Do you like reading aloud?

Range of readingWhat sort of books do you read?How do you choose a book?Do you read comics, magazines, newspapers, blogs….?Do you like information books, poetry, horror…?What do you read that is not a book?Do you read different things at home from in school?

Retellings

Helps to assess comprehension Helps you direct children to books that will

engage and interest them Helps to guide your teaching Ask the child to retell what they’ve read Don’t ask them to read the whole thing, just

the main ideas (this is the key focus) Not ‘seeing the wood for the trees’ –

recounting page by page, as they can’t see the ‘whole’ in their minds

Difficulty in retelling?

The book may be too hard It was read over too long a period Need to access comprehension strategies Need clearer instructions from youCan provide: Understanding of story elements Specific details References to the text Connections to the text

Other assessment tools

Primary Language Record (CLPE) First Steps (Reading) National Curriculum level descriptors Assessing Pupil Progress (APP) http://nationalstrategies.standards.dcsf.g

ov.uk/node/151674?uc=force_uj

http://nationalstrategies.standards.dcsf.gov.uk/node/20683

Expected levels of progressYear

group (end of)

Expected level

Notes

Foundation Stage

Early Learning Goals (4 - 8) 9 = aspects of L1

Year 1 1a 2 sub-levels progress

Year 2 2b 2 sub-levels progress

Year 3 2a/3c 1/2 sub-levels progress

Year 4 3b 2 sub-levels progress

Year 5 4c 2 sub-levels progress

Year 6 4a 2 sub-levels progress

1c

1b

1a

2c

2b

2a

3c

3b

3a

4c

4b

4a

5c

5b

5a

Standard Assessment Tests (SATs)

At Key Stage 1 the level will be based on the teacher's assessment, taking into account a child’s performance in several tasks and tests.

Children working towards level 1 should be assessed on their work completed in class throughout the year. The use of the tasks with these children is optional. Schools do not have to notify anyone if these children do not take the tasks.

At Key Stage 2 the level reflects the teacher’s assessment and a child’s national test results.

Assessing Pupils’ Progress (APP) Different schools are at different points in the

process Building on what we know about assessment for

learning APP is designed to:

Give insights which directly inform future planning, teaching & learning

Move a child’s learning on All materials are available on the Primary

Framework: http://nsonline.org.uk/app

Useful resources

Teachers TV using data in the primary school - http://teachfind.com/teachers-tv/using-pupil-data-primary-school?current_search=using%20pupil%20data