Getting Ready for APP In History and Geography

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A presentation outlining the impact of APP on assessment at KS3 in History and Geography

A presentation outlining the impact of APP on assessment at KS3 in History and Geography

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  • Main heading - Arial (bold) 24pt Body copy heading – Arial (bold) – 18pt Body copy – Arial (normal) – 18pt All images should be on the left hand side in line with the bullet points and text Where there are images, text should be kept to a minimum
  • Main heading - Arial (bold) 24pt Body copy heading – Arial (bold) – 18pt Body copy – Arial (normal) – 18pt All images should be on the left hand side in line with the bullet points and text Where there are images, text should be kept to a minimum

Transcript

  • 1. Getting to grips with APP in History and Geography Dave Drake Humanities AST for Wiltshire http://humanitiesastwiltshire.blogspot.com
  • 2. What is it?
    • According to the QDCA, Assessing Pupils’ Progress is:
    • ‘… the new structured approach to teacher assessment,
    • developed by QDCA in partnership with National Strategies,
    • which equips teachers to make judgements on pupils’ progress.
    • It helps teachers to fine-tune their understanding of learners’
    • needs and to tailor their planning and teaching accordingly.’
  • 3. The approach - periodically
    • Step 1
    • Consider the evidence
    • Step 2
    • Review the evidence
    • Step 3
    • Make a judgement
  • 4. Step 1 - Consider the evidence
    • Use a range of evidence to review progress of pupils
    • Evidence can range from written responses, verbal contributions, discussions with teachers, presentations, self-assessment, drama activities & group work which feature in a normal lesson.
    • Use work already in exercise books and take into account any discussion, question and answer session that the pupil may have contributed to in lessons
    • You DO NOT need to conduct specific APP tasks or create portfolios of student work
  • 5. Step 2 – Review the evidence
    • This is a review of the work you will have already assessed through whichever method you use in your department already
    • If you already mark work in exercise books, or have end of unit tests, assessments or projects, these can be used – there is no need to create additional APP assessments
  • 6. Step 3 – Make a judgement
    • The APP level criteria can the be used periodically to come to a ‘best-fit’
    • decision as to which level is most appropriate for each pupil
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    Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
  • 7. Step 3 – Make a judgement
    • Assessment Guidelines sheets will be provided so progress can be tracked along with exemplar materials of annotated pupil work in standards files to help with consistency and moderation
    • Highlighting the criteria that pupils meet provides a clear picture of their strengths and weaknesses – which can then be used to set clear targets for improvement and to inform your planning
    • By using the criteria grids, teachers can make a judgement and give a working level. This could be refined to give a sub-level if appropriate – depending on how secure the pupil is within the level.
    • In order for enough evidence to be accumulated, it would seem that doing this twice a year would be more than adequate in Geography and History
  • 8. Assessment Guidelines highlighted for a pupil
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    Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
  • 9. Assessment Guidelines highlighted for a pupil
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    Areas of strength Areas of weakness Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
  • 10. APP in History and Geography
    • Although no exemplar materials, assessment criteria and specific
    • guidance has been officially published yet (Jan 2010), the
    • following slides outline what should be expected in relation to
    • History and Geography at KS3
  • 11. In History
    • Three assessment focuses are likely to be:
    • AF1 - Thinking Historically
    • AF2 - Exploring Interpretations
    • AF3 - Historical Enquiry
  • 12. In History
    • AF1 - Thinking Historically
    • Understanding of past events
    • Understanding of cause and consequence
    • Characteristic features of periods and past societies
    • Nature of change, continuity and diversity
    • Chronology
  • 13. In History
    • AF2 - Exploring Interpretations
    • Evaluating interpretations of the past
    • Judgements of significance according to perspectives, positions and purposes
  • 14. In History
    • AF3 - Historical Enquiry
    • Using sources critically to establish evidence
    • Communication of findings in a range of ways
    • NB: AF3 is closely linked to the ‘key processes’ in the programme
    • of study
  • 15. In Geography
    • Three assessment focuses are likely to be:
    • AF1 – Understanding places
    • AF2 – Exploring interconnections and change
    • AF3 – Enquiring and communicating
  • 16. In Geography
    • AF1 – Understanding places
    • Understanding of human and physical characteristics of places
    • Understanding of diversity, similarities and differences in the environments of places
    • Understanding and knowledge of locations and contexts
    • Understand changes in places over time
  • 17. In Geography
    • AF2 – Exploring interconnections and change
    • Changing physical and human features
    • How changes affect the lives of people
    • Improving damaged environments
    • Sustainable development
    • Geographical patterns
    • Human actions, conflict and consequences
  • 18. In Geography
    • AF3 – Enquiring and communicating
    • Asking geographical questions
    • Selecting sources and data
    • Communicating findings and reaching conclusions
    • Using geographical skills
    • Understanding and appreciating a range of views
  • 19. Summary
    • APP should use work already completed by pupils in a range of ways and contexts. The descriptors are not designed to be used on one single piece of work
    • You DO NOT need to conduct specific APP tasks or create portfolios of student work – The chances are that the work you already get pupils to do in class, during fieldwork and in assessment tasks will be all the evidence you need
    • APP criteria does not provide ladders of progression and should not be re-written in pupil speak. The Assessment criteria is produced for teachers and should be used by teachers in their reflection on pupil learning and subsequent planning
    • Moderation against published pupil standard files should result in more reliable assessment judgements being made by all teachers in a department and between departments in different schools
  • 20. Dave Drake Humanities AST for Wiltshire http://humanitiesastwiltshire.blogspot.com http://abbeyfieldhumanities.blogspot.com