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Subject Leader Day - Spring 2008
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Agenda09:15 – 10:30 Introduction to APP
Using the APP materials for writing
10:30 – 10:45 Break
10:45 – 12:00 Using the APP materials for reading and mathematics
12:00 – 13:00 Lunch
13:00 – 14:15 Gathering evidence for assessment
14:15 – 14:30 Break
14:30 – 15:45 National Year of Reading
Updates and networking
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Sessions 1 and 2
Assessing Pupils’ Progress
(APP)
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Aims
• To explain the background to APP
• To introduce the APP materials and explore the process of assessing reading, writing and mathematics
• To consider implications and ways forward for your school
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What is APP?
• Assessing Pupils’ Progress is a tool to assess progress periodically against National Curriculum levels
• The APP approach places a much greater emphasis on teachers’ ongoing knowledge of pupils’ progress in reading, writing and mathematics
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Background
• QCA has been working with the National Strategies for several years to develop materials to strengthen teachers’ ongoing and periodic judgements
• Materials for KS3 are already available. KS2 materials have been available since January 2008. KS1 materials are being piloted this year.
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Issues in assessment
• Over-emphasis on testing
• High stakes tests - results published and used to evaluate school effectiveness
• Major burden on Y2 and Y6 teachers
• Inconsistencies in ongoing assessment and moderation
• Shift towards value-added measures has focused attention on monitoring progress over time but quality of underlying judgements is variable
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NOW
Assessment expertise external to classroom and school systems
Separation of day-to-day assessment from national standards
Assessments seenas reliable because external to the school
Progress is articulated through numbers (4, a/b/c, 5)
National standards communicated through test scores
Teachers reliant on short tests for evidence of achievement
Dominant assessment techniques are specific events rather than part of daily teaching and learning
High value assessments at theend of stages, not useful for individual progress
Some features of the current system
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Teacher and pupil perspectives
NOWTeacher/pupil
We do a lot of practising for the tests
Some of us are better at tests, some of us can’t show our best in them
We do other activities like drama and d&t when we have done our workfor the tests
My family always wants to know what level I’m at, not what I’m good at
I raise test scores by training pupils thoroughly for them
I try to ‘second guess’ what will be in the tests
The test scores of my pupils affect my performance management judgements
We have to give levels to pupils once a term, whether they’ve progressed or not
The test scores do not always reflect what I know of pupils’ performance
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Assessment – Ways of looking
Standing back
Public view
Close up Day-to-day
Periodic
Transitional
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Ways of looking – standing back
Pupils
• applying learning in different contexts
• using independence and choice
• revealing strengths and areas for development
Teachers
• profile of attainment against national standards
• patterns of performance
• adjusts medium-term planning and pedagogy
• tracks progress
• makes connections across learning contexts
• promotes broad curriculum coverage
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The APP model
• a model of assessment that: draws on formative approaches and is diagnostic
is periodic and keyed to national standards
integrates assessment into teaching and learning
enhances classroom practice and encourages a broadly based curriculum
is embedded in the renewed primary frameworks
is based on assessment focuses that underpin national curriculum assessment
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The APP process
• Teachers select a sample of pupils• Each term, they review the full range of evidence (written,
spoken and observed) for each assessment focus• They select the appropriate ‘level boundary’ and arrive at
judgements using the assessment guidelines sheet• Annotated examples of pupils’ work provide reference
points for teachers (standards files)
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APP materials
• APP Handbook
• Assessment Guidelines sheets - assessment criteria based on level descriptions and
Assessment Focuses
• Standards Files - annotated samples of pupils’ work which provide
nationally agreed reference points for teachers
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The APP approach
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Writing assessment activity
• Look at the work samples for pupil M
• Highlight the AF statements for which you find evidence
• Make a level judgement for each AF
• Check handout for making an overall level judgement for writing
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Example assessment guideline – reading
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Feedback
• Discussion
How does this relate to the way you currently assess writing in school?
What would be the benefits or issues in adopting the APP format?
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Points to remember
• The APP materials should be used with a sample group of pupils who are representative of the whole class. (6 pupils suggested)
• There is no expectation that a separate portfolio of work should be created as evidence – work in pupils’ books and folders is sufficient.
• There is no expectation that this should be done more than once a term.
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Reading assessment activity
• Look at the work samples for pupil C
• Highlight the AF statements for which you find evidence
• Make a level judgement for each AF
• Check handout for making an overall level judgement for reading
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Feedback
• Discussion
How does this relate to the way you currently assess reading in school?
What would be the benefits or issues in adopting the APP format?
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Mathematics assessment activity
• Look at the work samples for pupil B
• Look at the evidence for number (Ma2)
• Highlight the AF statements for which you find evidence
• Use the handout to make a level judgement for number
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Example assessment guideline - mathematics
Child on L3/L4 borderline
Make ‘best fit’ assessment
against L3 and L4 criteria
Make overall level judgement
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Feedback
• Discussion
How does this relate to the way you currently assess mathematics in school?
What would be the benefits or issues in adopting the APP format?
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Emerging Issues
• Teachers initially struggle to identify evidence for reading and using and applying mathematics (in contrast to writing and number)
• Lack of independent work exposed in many classes
• Process initially time-consuming but gets easier
• Sample of pupils provides clear benchmarks for whole class
• Improved questioning and dialogue
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Emerging Issues• Process encourages teachers to recognise what they ‘know’ about
children but also to look harder at what they can do
• ‘Neglected’ areas of work being addressed
• Greater recognition of evidence from other areas of the curriculum (‘setting’ issues)
• Need to illustrate link back from assessment outcomes to Framework learning objectives
• Senior leadership involvement in standardisation and moderation essential
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Potential Risks
• Assessment criteria become a ‘tick list’ and/or drive planning
• It’s initially challenging – SLT understanding and support required
• Introduction would need to be phased and training required
• Potential issues of ‘increased workload’
• Requires regular and systematic moderation
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Key benefits
• Assessment focuses help teachers recognise evidence in key elements of reading, writing and mathematics
• Enables teachers to see a pupil’s ‘profile’ of attainment and to share this
• Provides basis for discussing targets for improvement with pupils, parents and carers
• Allows progress ‘within’ a level to be seen
• Offers an ‘intelligent’ version of a sub-level!
• Provides detailed information for the next teacher / school
• Reveals ‘gaps’ in curriculum and/or learning• Develops shared understanding of national standards• Reduces reliance on testing
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Key points
• This is a process
• Moderation, led by SM, is critical to ensure consistency
• There will be training implications
• Time constraints will need to be addressed – use of Planning, Preparation and Assessment time
• Use of a ‘staged’ approach – introduction of one aspect at a time is a possibility
• Is your school ready to take on APP?
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A POSSIBLE
FUTUREPersonalised
I know that my colleagues share the same expectations
I am supported bymy school systems and by assessment experts
My teacher gives me feedback which helps me progress day by day
I know how I am progressing and what to focus on next…
I do different tasksto show what I can do
When I move class my new teacher understands where I am and what I need to do next
… and my family knows it so they help me too
I build my knowledge of my pupils into my planning and teaching
I know my pupils’ strengths and needs
I understand national standards in detail
I recognise learning and achievement inthe classroom
My pupils make faster progress than they used to
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