Unpacking the Primary system to Enhance the Continuum of Provision at 2nd Level

Overview of Presentation

• The child is an active agent in the learning process

• The developmental nature of learning• The child’s knowledge and experience as a base

for learning• Environmental based learning• Learning through guided activity and discovery• Learning through language• The integration of learning• Collaborative learning• Individual differences

Principles of the Primary Curriculum

RationaleAssessment

“… gathering, recording, interpreting, using and communicating information”

Assessment in the Primary School (Draft), NCCA, 2007

Assessmen

tof

Learning

Assessment

for Learning

Re-envisioning Assessment

Assessment of Learning Assessment for Learning

happens after the learning takes place

an integral part of the learning process

information is gathered by the teacher

information is shared with the learner

information is usually transformed into marks or grades

information is available on the quality of learning

comparison with the performance of others

comparison with aims and objectives is important

looks back on past learning looks forward to the next stage of learning

Both can inform teaching and learning

• contains standardised test procedures which cover • administration • scoring • and interpretation of its results.

• In practice, the term “standardised test” is most often applied to assessments that • contain objectively scored items • that are produced commercially • and that are norm-referenced

Supporting Assessment in Schools, NCCA, 2005

What is a Standardised Test?

Purpose of Standardised Testing

Inform Teaching and Learning

How do we ‘tame’ data?

Standardised Test Vocabulary

Raw Scores

Standard Score

Sten

Percentiles

Class based scores

Age based scores

BELL CURVE OF NORMAL DISTRIBUTION

STEN 4 - 7

STEN 1 - 3

STEN 8 -10 High / Above average

Average

Low / Below average

Raw Scores are converted through conversion tables

Tests Available

MICRA-T Drumcondra Primary Reading Test

SIGMA-T Drumcondra Primary Mathematics Test

We should exercise caution when looking at a child’s performance in a

standardised test!

We should exercise caution in what we report back and how we report it!

Key message

The interpretation of standardised test results

is most beneficial when it enhances

teaching and learning

Assessment for Learning: Getting closer to the reality of the

child’s learning

Assessment for Learning: Building learning around the child’s experiences

Assessment for Learning: Planning for the learning process

Assessment for Learning: Teamwork approach to learning:

SEN team

EAL and Learning Support

In-class support

Recent initiatives in promoting Oral Language & Maths in DEIS

schools:

Whole school Approach to Oral Language

First Steps for Literacy

Ready Steady Go Maths

DEIS Cuiditheoir

First Steps Literacy Programme

First Steps Literacy Programme is a resource which helps

teachers and schools achieve the literacy goals and objectives they have planned for their children

First Steps links assessment to teaching and offers practical support for teachers in their classrooms

Support of the DEIS Cuiditheoir

Offer sustained support to schools Assist schools in identifying needs in literacy and

numeracy Offer one-to-one classroom based support to teachers Model lessons/ Presents at staff meetings/Evening

Workshops Facilitate regular review of targets

What is happening in DEIS classrooms

Teacher modelling reading, writing and problem solving every day

‘Thinking aloud’- cognitive thought processes

Modelling of particular strategies

Learning is well planned

Whole School Approach: Print-rich environment

Modelled Writing- teaching editingWhole School Approach: Modelling Writing- teacher editing

Living Charts

Recount

Explanation

Persuasive

ProcedureNarrative

Report

Writing for DifferentPurposes

A Visit to the Farm

There once was a…

How a Volcano Erupts

Recipe / Experiment/ Instructions

Ball Playing in the Park

Sharks

Review of Presentation

First year

Observations

The Process of Transition

Open night for parent Information booklets/leaflets Information transfer with primary schools Induction day Yearhead, class tutor, guidance counsellor Taster programme for option subjects Other suggestions?

Key supports

Learning support Study skills programme Homework club Strong anti-bullying policy Information to parents on available support

structures

Moving up NCCA 2004

From the perspective of the post-primary school, it is important that subject teachers understand the teaching and learning approaches that characterise students experiences in primary school

When post-primary teachers are familiar with the primary school curriculum they can help students to make connections with and build on the learning that has taken place in primary school

NCCA review

Address overload and overlap Cut back on content Improve practical orientation and skill base Place greater emphasis on assessment for

learning Develop a greater variety of assessment

elements

CASTLETROY COLLEGE

THE LEARNING SCHOOL PROJECT

ASSESSMENT FOR LEARNING (AFL)

WHY AFL?

“If a child can’t learn the way we teach

maybe we should teach the way they can

learn”Ignacio ‘Nacho’ Estrada

Some samples from the AFL menu

Target Setting

Give the learning outcome at the start of the class

Peer EvaluationMutual feedback by students re success criteria of work

Written FeedbackComment only marking, what was good, what can be improved and how the student can improve that

QuestioningWait time and no hands up, no volunteering

The project involved four First Year English classes and two

Transition Year English classes, totalling approximately 150

students. The team included six teachers of English, as well

as the two project co-ordinators.

Lesson objectives at start of class on the board

“The teacher spoke about it during the whole class and gave examples…. he talked

about it more and we have a lot of time to think about it before we get home”

(First Year Female Student)

Comment only feedback

“When you get the grades [only] you don’t know what you did wrong, with

the comment they [teachers] tell you what points to improve on and what

you did wrong.”

(First Year Female Student)

Pair Work

“I liked having my friends correct my work because you’d concentrate more

on what your friends say.”

(First Year Male Student)

Pair Work

“There is greater peer to peer student interaction rather than a teacher to

individual student interaction and they constantly state that they learn better from

exchanging ideas with one another.”

(First Year Teacher)

Pair Work

“It was fun…it wasn’t boring English.”

(First Year Female Student)

Group Work“There is a very good class spirit…some of this class spirit has developed out of

teaching strategies used from the AFL menu, i.e. the majority of individuals in

the class have benefited from group and pair work exchanges”

(First Year Teacher)

Group Work

“One student in particular, who I have trouble integrating into the class, is

contributing a lot to the group and, indeed, has surprised me somewhat in

terms of ability.”

(First Year Teacher)

AFL Overall

“Use of AFL makes for a lot more work from a correcting perspective and

class preparation and notes reflecting on the lesson. Nevertheless it

removes the pressures and fatigue of the teacher who is constantly teaching

and talking to ciphers who simply receive information.”

(First Year Teacher)