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Developing and Leading Assessment at Gibson Primary School. Developing and Leading Assessment. Context. Developing and Leading Assessment. Context – Baseline Position. New Principal February 2006. Individual meetings with all teachers. Desire for development. - PowerPoint PPT Presentation
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Developing and Leading Assessment at Gibson Primary School
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Context
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K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Context – Baseline Position
Individual meetings with all teachers
Desire for development
Key Findings related to planning and assessment
Assessment results – holistic approach
New Principal February 2006
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Context – Priorities
Senior Management Team - Analysis of findings
Priorities identified for consultation with staff
2 Key Priorities identified:
Planning
Assessment for Learning
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Context – Assessment Baseline
Assessment manager used to store Standardised scores
No uniform approach to formative assessment
End of Key Stage targets set and analysed by Literacy and Numeracy co-ordinators.
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Context22% Free School Meal Entitlement
End of Key Stage results
Good Quality Learning and Teaching
2007/8 Outcomes ENGLISH MATHEMATICS
Pupils in GPS
Benchmark FSM (05/06)
Pupils in GPS
Benchmark FSM (05/06)
Key Stage OneLevel 2 or above
90% 100% Median 90% 100% Median
Level 3 61% 50% UQ 52% 58.7% UQ
Key Stage TwoLevel 4 or above
91% 87.5% UQ 88% 91.7% UQ
Level 5 28% 31.4% UQ 53% 51% UQ
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Direct Action
Planning
Consultation with CASS
Numeracy co-ordinators led development
Assessment for Learning
Link with Planning/Revised Curriculum Training
K Sterritt & C Browne (Gibson)
• Direct Action
Developing and Leading Assessment
Staffing Restructure
Assessment Co-ordinator appointed
Team Development – Implementation Team
Action Plan
K Sterritt & C Browne (Gibson)
Developing and Leading AssessmentBaseline Position Targets
Learning Intentions are included on planners.Focus on learning intentions in Numeracy 06-07Learning intentions are not shared with class formallyLearning intentions are not displayed formallySuccess criteria are not set or discussed with pupilsFeedback is regularly given in the form of marking Tends to be based on effort and presentationPupils actions are monitored and planning informed but not formally feedbackSome classes use small scale peer and self assessment
LEARNING INTENTIONS- To share & explain learning intentions- To write effective learning intentions using child friendly language- To revisit learning intentions throughout lesson- To display learning intentionsSUCCESS CRITERIA- To model and discuss success criteria- To negotiate success criteria with pupilsFORMATIVE FEEDBACK- To introduce two stars and a wish based on the success criteria- To monitor learning through planned observation and give oral feedbackEFFECTIVE QUESTIONINGTo introduce strategies for effective questioning SELF ASSESSMENT- For pupils to assess work in line with success criteriaPLANNING- To use assessments to inform future planning ADMINISTRATION- To update marking and assessment policies- To make greater use of standardised assessment results- To make greater use of Assessment Manager (A.M.)- To analyse the data produced by INCA’s
Action Plan 2007/8
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• EVALUATION
Challenges
Action Plan – TOO AMBITIOUS!
Workload
Age range of children
Teaching style/approach
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
Teachers leading change - ownership
PRSD
Sharing of good practice
Positive impact on Learning and Teaching
Clear link between Summative and Formative assessment
• EVALUATION
Successes
K Sterritt & C Browne (Gibson)
• Impact of Assessment Change
Developing and Leading Assessment
Mixed feedback
Learning Intentions kept the focus on LEARNING
Link between FORMATIVE and SUMMATIVE Assessment
AfL not particularly suited to Numeracy
2 stars and a wish
Challenge for more able pupils
Parental conceptions
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
STAFF EVALUATION OF SCHOOL DEVELOPMENT PLANPlease rate the following features of our School Development Plan using the scale below.1. significant strengths 2. strengths outweigh weaknesses3. weaknesses outweigh strengths 4. significant weaknesses
Key Feature Grade Comment Action Required
Assessment for Learning
2 = 63%3 = 37%
Worthwhile but need more time. Too much on action plan.Key members of staff being off hindered progress. Issue with focus in 3rd term. Query of overall view of formative assessment. More time needed to develop each element.
Literacy Planning
2 = 70%3 = 30%
Mostly found focus useful. Some problems with the formatof template. Text box NOT good!Lots of hard work - difficult to identify progression in T&LMore time required to develop planning.Found old planner more useful due to groupings.
INCA’s Confirmation of what teachers already know! Concerns re the comparison with standardised assessment results
LEARNING AND TEACHING
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Impact of Assessment Change
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
2006/7 2007/8 2008/9 2009/10
Audit of Provision
Numeracy Planning Template constructed
Numeracy planning developed
AfL Action Plan
Literacy planning developed
Continued AfL development
Review of Marking Policy
Assessment Manager – use of summative data
Annual Target Setting, Benchmarking and Analysis of Standardised Data continued each year
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Where Next?EVERY SCHOOL A GOOD SCHOOL
Evaluate, Focus and Embed
K Sterritt & C Browne (Gibson)
Developing and Leading Assessment
• Where Next?
Marking for improvement
Assessment manager – pupil tracking
Self-Assessment
Levelling of work
K Sterritt & C Browne (Gibson)
• What would we change?
• Our Key Learning Points
Developing and Leading Assessment
Pace of change
Ownership
Positive Impact
K Sterritt & C Browne (Gibson)
Evaluate, Focus and
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Developing and Leading Assessment
