AHDS ASN meeting, September 2011, Frances Graham How to get the pieces to fit
 
Building the Curriculum 3
What does that mean to you in your context? Curriculum
This could include <ul><li>The Totality of the Curriculum </li></ul><ul><li>Experiences and Outcomes </li></ul><ul><li>Ski...
<ul><li>Successful Learner   </li></ul><ul><li>ATTRIBUTES </li></ul><ul><li>How does Frances show enthusiasm and motivatio...
 
Learning? Skills? What does this mean for us in our context? How does this reflect Capacities and Principles? How do we kn...
How do we know: Assessment What do we need to consider when developing our assessment practices?
The Framework for Assessment LEARNER responsible citizens successful learners effective contributors confident individuals...
What we assess <ul><li>Each learner’s progress and achievements  in </li></ul><ul><li>Knowledge and understanding </li></u...
Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievem...
Using a wider range of evidence to evaluate how much and how well  pupils have learned Assessment  evidence  may come from...
Assessment can enable teachers and others to unlock and successfully implement CfE <ul><li>Assessment is a process not an ...
Evidence is <ul><li>Linked to learning </li></ul><ul><li>Based on shared success criteria </li></ul><ul><li>Developed thro...
Curriculum, Learning and teaching Assessment Skills Attributes and capabilities Es and Os Totality of the curriculum Value...
How do we know? <ul><li>What others are doing </li></ul><ul><li>That our standard is the same as others </li></ul><ul><li>...
Moderation How do you and your learning community currently share and agree standards and expectations?
Moderation based on: <ul><li>Discussions and agreements within and across school communities </li></ul><ul><li>Sharing pra...
Learning? Skills? What does this mean for us in our context? How does this reflect Capacities and Principles? How do we kn...
 
What can the NAR do for you? <ul><li>Opportunities for comparison  </li></ul><ul><li>Differing methodologies </li></ul><ul...
A common understanding of <ul><li>Developing </li></ul><ul><li>Consolidating </li></ul><ul><li>Secure </li></ul>
So where are we and how do we know? First Level Breadth  Challenge Application Second Level
Curriculum,Learning and teaching Assessment Practice Moderation Attributes and capabilities Es and Os Skills Developing, c...
Recognising Achievement, Reporting and Profiling  - capturing the learning journey. What practice are you building on and ...
 
What is our current practice and how does it fit? <ul><li>Personal Learning Planning </li></ul><ul><li>Online tracking and...
What ‘s new and different <ul><li>Build on the processes that are ‘fit for purpose’ </li></ul><ul><li>Recording Achievemen...
Making it  proportionate  and  manageable Using language and symbols that  are easily transferable
Holistic planning to meet the needs of learners Values Knowledge and Understanding Attributes and Capabilities Skills Tota...
A few observations <ul><li>The importance of the 7 principles </li></ul><ul><li>Girfec sits well with this model </li></ul...
10 useful examples on NAR <ul><li>Cornbank St James </li></ul><ul><li>Grange Academy </li></ul><ul><li>Marr College </li><...
 
<ul><li>Frances Graham </li></ul><ul><li>[email_address]   </li></ul>
Upcoming SlideShare
Loading in …5
×

F graham.ahds sept 2011

440 views
323 views

Published on

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

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
440
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • 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. &amp; 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
  • F graham.ahds sept 2011

    1. 1. AHDS ASN meeting, September 2011, Frances Graham How to get the pieces to fit
    2. 3. Building the Curriculum 3
    3. 4. What does that mean to you in your context? Curriculum
    4. 5. This could include <ul><li>The Totality of the Curriculum </li></ul><ul><li>Experiences and Outcomes </li></ul><ul><li>Skills </li></ul><ul><li>Values </li></ul><ul><li>Attributes and Capabilities </li></ul><ul><li>Girfec </li></ul>
    5. 6. <ul><li>Successful Learner </li></ul><ul><li>ATTRIBUTES </li></ul><ul><li>How does Frances show enthusiasm and motivation for learning? </li></ul><ul><li>How does Frances show determination to reach high standards of achievement? </li></ul><ul><li>How does Frances show openness to new thinking and ideas? </li></ul><ul><li>CAPABILITIES </li></ul><ul><li>How does Frances : </li></ul><ul><li>Use literacy and communication? </li></ul><ul><li>Use numeracy? </li></ul><ul><li>Use technology? </li></ul><ul><li>Think creatively? </li></ul><ul><li>Learn independently and as part of a group? </li></ul><ul><li>Make reasoned evaluations? </li></ul><ul><li>Link and apply her learning? </li></ul><ul><li>Overall how successful a learner has Frances become this term/year? </li></ul>
    6. 8. Learning? Skills? What does this mean for us in our context? How does this reflect Capacities and Principles? How do we know?
    7. 9. How do we know: Assessment What do we need to consider when developing our assessment practices?
    8. 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 <ul><li>How we assess </li></ul>Principles of assessment What we assess When we assess Ensuring quality and confidence in assessment Reflecting the values and principles of CfE
    9. 11. What we assess <ul><li>Each learner’s progress and achievements in </li></ul><ul><li>Knowledge and understanding </li></ul><ul><li>Skills </li></ul><ul><li>Attributes and capabilities </li></ul><ul><li>WITHIN THE Es and Os </li></ul>
    10. 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?
    11. 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
    12. 14. Assessment can enable teachers and others to unlock and successfully implement CfE <ul><li>Assessment is a process not an event </li></ul><ul><li>Assessment will follow the curriculum </li></ul><ul><li>Should be based upon sound pedagogy </li></ul><ul><li>It is about collecting relevant and wide ranging evidence </li></ul>
    13. 15. Evidence is <ul><li>Linked to learning </li></ul><ul><li>Based on shared success criteria </li></ul><ul><li>Developed through careful questioning </li></ul><ul><li>This means: effective discussions </li></ul><ul><ul><ul><ul><ul><li>carefully structured activities </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>relevant tasks </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>capturing actions and responses </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>range of opportunities to practise </li></ul></ul></ul></ul></ul>
    14. 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:
    15. 17. How do we know? <ul><li>What others are doing </li></ul><ul><li>That our standard is the same as others </li></ul><ul><li>That evidence is appropriate </li></ul><ul><li>We are on the right track </li></ul><ul><li>We are not going off on a tangent </li></ul>
    16. 18. Moderation How do you and your learning community currently share and agree standards and expectations?
    17. 19. Moderation based on: <ul><li>Discussions and agreements within and across school communities </li></ul><ul><li>Sharing practice within clusters, authorities and wider communities </li></ul><ul><li>Common understanding of terminologies </li></ul><ul><li>Audit against the principles </li></ul><ul><li>NAR </li></ul>
    18. 20. Learning? Skills? What does this mean for us in our context? How does this reflect Capacities and Principles? How do we know?
    19. 22. What can the NAR do for you? <ul><li>Opportunities for comparison </li></ul><ul><li>Differing methodologies </li></ul><ul><li>A range of teaching and learning </li></ul><ul><li>New and innovative practice in developing a range of assessments </li></ul><ul><li>Exemplification of some generic ideas: </li></ul><ul><ul><li>Rubrics </li></ul></ul><ul><ul><li>Sharing practice </li></ul></ul><ul><ul><li>Planning courses </li></ul></ul><ul><ul><li>How to plan for assessment </li></ul></ul><ul><ul><li>Interdisciplinary Learning </li></ul></ul><ul><ul><li>Sharing learning intentions and peer and self evaluation </li></ul></ul><ul><li>Interpretation of the experiences and outcomes </li></ul>
    20. 23. A common understanding of <ul><li>Developing </li></ul><ul><li>Consolidating </li></ul><ul><li>Secure </li></ul>
    21. 24. So where are we and how do we know? First Level Breadth Challenge Application Second Level
    22. 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
    23. 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?
    24. 28. What is our current practice and how does it fit? <ul><li>Personal Learning Planning </li></ul><ul><li>Online tracking and monitoring of progression </li></ul><ul><li>IEP </li></ul><ul><li>CSP </li></ul><ul><li>Skills progression </li></ul>
    25. 29. What ‘s new and different <ul><li>Build on the processes that are ‘fit for purpose’ </li></ul><ul><li>Recording Achievement </li></ul><ul><li>Profiling </li></ul><ul><li>Linked to reporting and to tracking and monitoring </li></ul><ul><li>Working more closely with parents </li></ul><ul><li>Timing </li></ul>
    26. 30. Making it proportionate and manageable Using language and symbols that are easily transferable
    27. 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
    28. 32. A few observations <ul><li>The importance of the 7 principles </li></ul><ul><li>Girfec sits well with this model </li></ul><ul><li>Improved self evaluation </li></ul><ul><li>Increased reliance on professional dialogue/judgement </li></ul><ul><li>Relationships with parents and partners </li></ul><ul><li>Learner at the centre </li></ul><ul><li>Importance of building and maintaining relationships </li></ul>
    29. 33. 10 useful examples on NAR <ul><li>Cornbank St James </li></ul><ul><li>Grange Academy </li></ul><ul><li>Marr College </li></ul><ul><li>Edenside PS </li></ul><ul><li>St Andrews, Renfrew </li></ul><ul><li>St Andrews, Inverurie </li></ul><ul><li>Kersland </li></ul><ul><li>Lasswade High </li></ul><ul><li>St Peter the Apostle </li></ul><ul><li>Dunrossness PS </li></ul>
    30. 35. <ul><li>Frances Graham </li></ul><ul><li>[email_address] </li></ul>

    ×