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F graham.ahds sept 2011

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Frances Graham's presentation to the AHDS ASN meeting on 8 September

Frances Graham's presentation to the AHDS ASN meeting on 8 September

Published in: Education, Technology

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  • Page 10 of BtC 5 provides a summary of the framework. The framework provides advice on the what, when and how of assessment-emphasising the need to use a variety of approaches and designing assessment that is valid, reliable and proportionate to the nature of learning being assessed. The framework also goes on to outline other purposes and uses of assessment information including for reporting, informing self-evaluation for improvement and to monitor standards over time. The over-riding aim of the framework is that assessment supports learning to ensure that every child and young person achieves the highest possible standards of achievement. The being ready for professional dialogue in assessment and reporting provides some starter questions to explore these issues. (Given to the authority – either send electronically or copy for each school)
  • Dumont, H, Istance, D. & Benavides, F. (2010) The nature of learning. Using research to inspire practice. OECD Crucial to mention Learning Intentions and Success Criteria. Highlight access to advice onthese from assessmentteam at LTS
  • Transcript

    • 1. AHDS ASN meeting, September 2011, Frances Graham How to get the pieces to fit
    • 2.  
    • 3. Building the Curriculum 3
    • 4. What does that mean to you in your context? Curriculum
    • 5. This could include
      • The Totality of the Curriculum
      • Experiences and Outcomes
      • Skills
      • Values
      • Attributes and Capabilities
      • Girfec
    • 6.
      • Successful Learner
      • ATTRIBUTES
      • How does Frances show enthusiasm and motivation for learning?
      • How does Frances show determination to reach high standards of achievement?
      • How does Frances show openness to new thinking and ideas?
      • CAPABILITIES
      • How does Frances :
      • Use literacy and communication?
      • Use numeracy?
      • Use technology?
      • Think creatively?
      • Learn independently and as part of a group?
      • Make reasoned evaluations?
      • Link and apply her learning?
      • Overall how successful a learner has Frances become this term/year?
    • 7.  
    • 8. Learning? Skills? What does this mean for us in our context? How does this reflect Capacities and Principles? How do we know?
    • 9. How do we know: Assessment What do we need to consider when developing our assessment practices?
    • 10. The Framework for Assessment LEARNER responsible citizens successful learners effective contributors confident individuals skills for learning, life and work health and wellbeing literacy numeracy Informing self evaluation for improvement Reporting on progress and achievement
      • How we assess
      Principles of assessment What we assess When we assess Ensuring quality and confidence in assessment Reflecting the values and principles of CfE
    • 11. What we assess
      • Each learner’s progress and achievements in
      • Knowledge and understanding
      • Skills
      • Attributes and capabilities
      • WITHIN THE Es and Os
    • 12. Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. HWB 2-19a Learning? Skills? Attributes and capabilities? How will we know? What will it look like and sound like?
    • 13. Using a wider range of evidence to evaluate how much and how well pupils have learned Assessment evidence may come from things that learners SAY WRITE MAKE DO Communicate In response to their learning experiences
    • 14. Assessment can enable teachers and others to unlock and successfully implement CfE
      • Assessment is a process not an event
      • Assessment will follow the curriculum
      • Should be based upon sound pedagogy
      • It is about collecting relevant and wide ranging evidence
    • 15. Evidence is
      • Linked to learning
      • Based on shared success criteria
      • Developed through careful questioning
      • This means: effective discussions
              • carefully structured activities
              • relevant tasks
              • capturing actions and responses
              • range of opportunities to practise
    • 16. Curriculum, Learning and teaching Assessment Skills Attributes and capabilities Es and Os Totality of the curriculum Values Evidence of How much and how well Valid Reliable Say Write Make Do Breadth, Challenge and Application Knowledge and Understanding Planning for:
    • 17. How do we know?
      • What others are doing
      • That our standard is the same as others
      • That evidence is appropriate
      • We are on the right track
      • We are not going off on a tangent
    • 18. Moderation How do you and your learning community currently share and agree standards and expectations?
    • 19. Moderation based on:
      • Discussions and agreements within and across school communities
      • Sharing practice within clusters, authorities and wider communities
      • Common understanding of terminologies
      • Audit against the principles
      • NAR
    • 20. Learning? Skills? What does this mean for us in our context? How does this reflect Capacities and Principles? How do we know?
    • 21.  
    • 22. What can the NAR do for you?
      • Opportunities for comparison
      • Differing methodologies
      • A range of teaching and learning
      • New and innovative practice in developing a range of assessments
      • Exemplification of some generic ideas:
        • Rubrics
        • Sharing practice
        • Planning courses
        • How to plan for assessment
        • Interdisciplinary Learning
        • Sharing learning intentions and peer and self evaluation
      • Interpretation of the experiences and outcomes
    • 23. A common understanding of
      • Developing
      • Consolidating
      • Secure
    • 24. So where are we and how do we know? First Level Breadth Challenge Application Second Level
    • 25. Curriculum,Learning and teaching Assessment Practice Moderation Attributes and capabilities Es and Os Skills Developing, consolidating secure NAR Shared understanding Fair Dependable Validated professional judgement Partnerships Knowledge and understanding Totality of the curriculum Evidence of How much and How well. Say Write Make Do Valid and Reliable Breadth Challenge Application Values
    • 26. Recognising Achievement, Reporting and Profiling - capturing the learning journey. What practice are you building on and how are you changing practice to reflect the changes?
    • 27.  
    • 28. What is our current practice and how does it fit?
      • Personal Learning Planning
      • Online tracking and monitoring of progression
      • IEP
      • CSP
      • Skills progression
    • 29. What ‘s new and different
      • Build on the processes that are ‘fit for purpose’
      • Recording Achievement
      • Profiling
      • Linked to reporting and to tracking and monitoring
      • Working more closely with parents
      • Timing
    • 30. Making it proportionate and manageable Using language and symbols that are easily transferable
    • 31. Holistic planning to meet the needs of learners Values Knowledge and Understanding Attributes and Capabilities Skills Totality of the Curriculum Curriculum, Learning and Teaching Es and Os Say write make do B C A Assessment Practice Evidence: How much How well Valid and reliable NAR Moderation Partnerships Developing Consolidating Secure Validated professional judgement Fair and dependable Shared understanding Learner CSP Learning Journey Profiling and Reporting IEP Skills Continuum
    • 32. A few observations
      • The importance of the 7 principles
      • Girfec sits well with this model
      • Improved self evaluation
      • Increased reliance on professional dialogue/judgement
      • Relationships with parents and partners
      • Learner at the centre
      • Importance of building and maintaining relationships
    • 33. 10 useful examples on NAR
      • Cornbank St James
      • Grange Academy
      • Marr College
      • Edenside PS
      • St Andrews, Renfrew
      • St Andrews, Inverurie
      • Kersland
      • Lasswade High
      • St Peter the Apostle
      • Dunrossness PS
    • 34.  
    • 35.
      • Frances Graham
      • [email_address]