APP in Geography

Welcome Swindon & Wiltshire Geography Conference 2009

Programme

09.15 Welcome and introductions

09.25 The new KS3 curriculum

10.45 Coffee

11.05 The new KS3 curriculum –

sharing good practice

11.45 Developments in the GCSE curriculum

12.30 APP

13.00 Lunch

14.00 Workshops

15.00 Updates

15.15 Plenary

Geography at KS4

Discuss choices at GCSE to share intelligence and issues

Share understanding of controlled conditions

Learn more about diplomas

Controlled Assessment Controlled Conditions

Coursework - issues

Plagiarism

Too much scaffolding

Difficult for examiners to identify and differentiate what the students had done

Parental help – 1/20 said they had done coursework!

Lack of a computer at home can means that students are disadvantaged

Custom made essays

Controlled Assessment

New QCA rules

High, medium, low levels of control

Feedback operates under tight guidelines specified by the exam board e.g. no re-drafting

Students get limited time in which to complete the work

Students work individually

Access to resources limited to those specified by the board

Work kept in secure storage in school

ICT systems need to develop robust systems to ensure security

Controlled conditions – a whole school issue

Secure storage

ICT – access, facilities in school

The timetable – all in 1-2 days or over a period of time?

Skills

Feedback

Assessing Pupil Progress in Geography

Aims of this session

To develop an understanding of the APP process

To provide opportunities for participants to consider the implications for strengthening assessment in schools by using the APP process.

Outline

The context – ways of looking at assessment

APP – what will we be required to do?

What can be learn from the pilot/trial schools

What are the benefits of this approach

The next steps

Where are you?

I feel confident when assessing my student’s levels

Assessment is at the heart of learning in my lessons

My school has a rigid assessment systems that do not necessarily support learning in geography

I know what my colleagues do and we are all consistent in our approach and levelness

I tend to use a narrow range of evidence to base my assessment of progress e.g. one task

I am confident when tracking progress and curricular target setting with my classes

I am familiar with APP practices in core subjects

ASSESSMENT FOR LEARNING

Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

The Context AfL embedding across the curriculum and a key element of whole school improvement APP in FS 2010? APP in core subjects 2006-7 2008-9 Subject Specific guidance e.g. feedback, target setting 2004-5 Whole School Theme AFL NS folder 2004 T&L in FS 2002 Black Box research 1990’s AFL

How will APP impact on teaching and learning in geography?

Assessment: ways of looking Standing back Public view Close up Day-to-day Periodic Transitional

Day-to-day Periodic Transitional Ways of looking : key features Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May influence future choices and options

Assessing Pupil Progress

Do we need it?

What are APP materials?

Assessment Guidelines – criteria for making periodic judgements grouped by ‘assessment focus’

Standards Files – annotated collections of evidence from a pupil which represent a particular level

Handbook with guidance

SO .... what exactly do you do?

Take a range of evidence showing what a student can do.

Assessing Pupil Progress Use the APP materials to decide on a level boundary. Take a range of evidence showing what a student can do.

Take a range of evidence showing what a student can do .

Use the APP materials to decide on a level boundary.

Use this to ‘benchmark’ the other pupils in the group.

Assessment Guidelines

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Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1

Assessing Pupil Progress Diagnose strengths and weaknesses. Review curriculum planning to support progression Use this to ‘benchmark’ the other pupils in the group. Take a range of evidence Use the APP materials to decide on the level boundary.

Assessing Pupil Progress Use this to ‘benchmark’ the other pupils in the group. Use a range of evidence showing what a student can do. Use the APP materials to decide on a level boundary . Review pupil work holistically Identifies key elements Helps ‘professional Judgement Securing class Assessment Review of SoW Moderation Diagnose strengths and weaknesses. Review curriculum planning to support progression