Assessment Presentation for Primary

1. 771698 - Assessment
Assessment for Teaching and Learning in the Primary
School

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3. Image Credit: Anon - online

4. Image Credit: http://www.creativemindsdata.com
Everyone is a genius but if you judge a
fish by its ability to climb a tree then it
will spend its whole life thinking that it is
stupid.
Discuss …

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This module is assessed through a 5000
word essay to critically review the use
of assessment for teaching and
learning in either English or
mathematics.
How can assessment enhance learning in ….
(your chosen Mathematics or English focus)

6. Image Credit: Capstone Capital
from the Latin “Assidere”
meaning to sit beside.
so it is … collaborative, supportive,
affirming, developmental

7. Image Credit: Hopkins (2015)
PLANNING … DIAGNOSIS … DATA ANALYSIS …
PLANNING

8. Easley and Zwoyer, (1975). In Crooks, T (1988). “The Impact of Classroom
Evaluation Practices on Students,” Review of Educational Research, 58 (4), p 469.

9. Image Credit: http://combiboilersleeds.com; http://www.russianschool.com
ATTAINMENT ACHIEVEMENT
Attainment is the headline data, for
example the results at the end of
key stage 2 and at GCSE
Achievement is the standards which
pupils reach and takes account of their
starting points and the progress they
have made to reach those standards.

10. Image Credit: http://combiboilersleeds.com; http://www.russianschool.com
Husbands et at (2012)
Education Endowment Foundation
Hattie (2012)

11. Assessment of
Learning
Assessment as
Learning
Assessment for
Learning
This is summative in nature
and takes place periodically
e.g. at the end of a unit or
module of work. The results
are reported in grades or
marks or levels and can be
tracked over time. The most
well known of these will be
the end of KS2 SATs
This is instructive in nature
and is work built into the
practice of the lessons
where the students are
engaging in assessment
activity (of their own or
their peers’ work)
This is formative in nature
and takes place all the time
in lessons, it is about the
information that you, as the
teacher, are gathering to
inform the learning. It will
include questions,
observations, expectations
and target setting

12. Clarke, S (2014) Outstanding Formative Assessment:
Culture and Practice. London: Hodder Education
If we think of our children
as plants … summative
assessment is the process
of simply measuring them.
The measurement might be
interesting to compare, but
in itself, they do not effect
the growth of the plant

13. Image Credit: http://www.shirleyclarke-education.org
What ways of
assessing
children have
you seen?

14. Assessment of
Learning
This is summative in nature
and takes place periodically
e.g. at the end of a unit or
module of work. The results
are reported in grades or
marks or levels and can be
tracked over time. The most
well known of these will be
the end of KS2 SATs
Assessment as
Learning
This is instructive in nature
and is work built into the
practice of the lessons
where the students are
engaging in assessment
activity (of their own or
their peers’ work)
Assessment for
Learning
This is formative in nature
and takes place all the time
in lessons, it is about the
information that you, as the
teacher, are gathering to
inform the learning. It will
include questions,
observations, expectations
and target setting

15. Assessment done
by the children
Assessment
done to children
This is directed by the
teacher in which the pupils
has no agency. The teacher is
finding out what children
know according to the
teacher’s agenda. The criteria
are set by the teacher.
Assessment done
with children
This is more dialogic with
the teacher situating
discussion and conversation
where the children have
some agency in both how
they are being assessed and
what they are being
assessed on. There may be
dialogue over the
assessment criteria.
The children determine what
they want to present to the
teacher for assessment and
may determine the
assessment criteria.

16. Image Credit: http://www.shirleyclarke-education.org
Can you think of
examples of
each of these in
your classes?

17. Assessment done
by the children
Assessment
done to children
This is directed by the
teacher in which the pupils
has no agency. The teacher is
finding out what children
know according to the
teacher’s agenda. The criteria
are set by the teacher.
Assessment done
with children
This is more dialogic with
the teacher situating
discussion and conversation
where the children have
some agency in both how
they are being assessed and
what they are being
assessed on. There may be
dialogue over the
assessment criteria.
The children determine what
they want to present to the
teacher for assessment and
may determine the
assessment criteria.

18. Modelling Drawing Picture Mind-Map
Labelling Diagram Answering Qs Talking to …
Written Test Concept Map Practical Skills Test
Observing Investigation / Enquiry Peer Marking
Self-Marking Game Quiz

19. Image Credit: http://www.shirleyclarke-education.org
Choose one and
consider the …

20. SeeSaw Pickers PingPong Explain
Everything
Class Dojo
Tapestry
Socrative Showbie Popplet PadletKahoot!
VEO Recap Nearpod iDoceo

21. Image Credit: A
Give us time “snapshots” of
achievement
Indicate linear progression
Tell us some of what
children know
Be objective (in many cases)
Indicate where we should go
next with learning
Find out everything that
children know

22. "We all want progress, but if you’re on
the wrong road, progress means doing an
about-turn and walking back to the right
road; in that case, the man who turns
back soonest is the most progressive"
C. S. Lewis - Mere Christianity

23. Image Credit: http://blog.capterra.com
1 Can it be shared with students?
2 Is it manageable and useful for teachers?
3 Will it identify where students are falling behind soon enough?
4 Will it help shape curriculum and teaching?
5 Will it provide information that can be shared with parents?
6 Does it avoid making meaningless sub-divisions?
7 Will it help to track progress across the key stage?
Questions from Micheal Tidd @michaelt1979

24. Image Credit: http://www.shirleyclarke-education.org
Is the
Assessment of
En/Ma in your
school like this?

25. Image Credit: http://blog.capterra.com
1 Can it be shared with students?
2 Is it manageable and useful for teachers?
3 Will it identify where students are falling behind soon enough?
4 Will it help shape curriculum and teaching?
5 Will it provide information that can be shared with parents?
6 Does it avoid making meaningless sub-divisions?
7 Will it help to track progress across the key stage?
Questions from Micheal Tidd @michaelt1979

26. Assessment promotes effective learning when it is:
• part of the teaching and learning process
• shared with the pupils
• helps pupils to know where they are heading and how to improve
• involved pupils in peer and self-assessment
• provides feedback to the pupils which identifies how they can progress
• is underpinned by the belief that all pupils can achieve and improve
• involves both the teacher and the pupils reviewing and reflecting on
the assessment data
• collects a wide variety of evidence of types of achievement to allow all
pupils to present their best

27. Image Credit: http://www.shirleyclarke-education.org
Is the
Assessment of
En/Ma in your
school like this?

28. Image Credit: http://www.shirleyclarke-education.org
The most powerful educational tool for
raising achievement and preparing
children to be lifelong learners is ….
… formative assessment
Clarke, S (2014) Outstanding Formative Assessment, Hodder: London.

29. Across terms,
teaching units
4 weeks to
a year
Monitoring,
curriculum
alignment
Within and
between
teaching units
1 to 4 weeks
Student
involved
assessment
within and
between
lessons
minute by
minute and
day-by-day
Engagement
and
responsivenes
s
Long Cycle Medium Cycle Short Cycle
Span
Length
Impact

32. https://prezi.com/1xg7lkg83gyw/assessment-for-learning-five-key-elements-theory-and-
practice/

33. Responsorial Questions: asking for immediate reactions to the stimulus /
activity / question / idea
Closed or technical questions: can be used to prompt understanding
Opinion based questions: such questions help pupils ‘hear what they think’
and are a first step towards deeper evaluation
Creative and predictive questions: encourage pupils to use their
imagination and apply their thinking to a variety of situations
Analytical and evaluative questions: invite pupils to identify patterns and structures, to
seek for hidden meanings and to make judgments based on evidence and ideas

35. Image Credit: http://www.shirleyclarke-education.org
Write some Qs for
a part of the Ma/
En curriculum -
choose a year
and a topic.

36. Responsorial Questions: asking for immediate reactions to the stimulus /
activity / question / idea
Closed or technical questions: can be used to prompt understanding
Opinion based questions: such questions help pupils ‘hear what they think’
and are a first step towards deeper evaluation
Creative and predictive questions: encourage pupils to use their
imagination and apply their thinking to a variety of situations
Analytical and evaluative questions: invite pupils to identify patterns and structures, to
seek for hidden meanings and to make judgments based on evidence and ideas

37. Not being clear about why you are
asking the question
Asking too many closed questions
that need only a short answer
Asking too many
questions at once
Asking difficult questions without
building up to them
Asking bogus ‘guess what’s in my
head’ questions
Dealing ineffectively with wrong
answers or misconceptions
Focusing on a small number of
pupils and not involving the whole
class
Not treating pupils’ answers
seriously

38. HIGH STAKES - LOW STAKES
Willingham
Sweller
Types of Test:
http://universityofhullscitts.org.uk/scitts/site/pt/mo
nitoring_assessment/tests.html

39. Summative - Formative - Summative

40. Benefit 1 The testing effect: Retrieval aids later retention,
Benefit 2 Testing identifies gaps in knowledge,
Benefit 3 Testing causes students to learn more from the next learning episode,
Benefit 4 Testing produces better organization of knowledge,
Benefit 5 Testing improves transfer of knowledge to new contexts,
Benefit 6 Testing can facilitate retrieval of information that was not tested,
Benefit 7 Testing improves metacognitive monitoring,
Benefit 8
Testing prevents interference from prior material when learning new
material,
Benefit 9 Testing provides feedback to instructors,
Benefit 10 Frequent testing encourages students to study.
Roediger et al (2011)

42. EYFS
Baseline
Assessment
Y1 - Phonics
SCREENING
Y2 - SATS
TEACHER ASS.
Y6 - SATS
Y2 - Phonics
SCREENING

43. EYFS
Baseline
Assessment
Y2 - SATS
TEACHER ASS.
Y6 - SATSY4 - TIMETABLE
CHECK

44. https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials

47. Type of Prompt
Praise OK (‘good’) but should be targeted for improvement.
• The reminder prompt – a reiteration of the learning
intention, "Say more about..."
• The scaffolded prompt – the teacher decides what (s)he
would like the child to write, then giving the opportunity back
to the child to practice, "Can you describe ...", "Give me an
example ...", "What's the opposite point of view?"
• The example prompt – this models a choice of possible
improvements, but asks if the child has an idea of his or her
own, "X would/might say ..., What do you think?"
Marking should:
• providing opportunity for prompt
and regular written or spoken
dialogue with children
• include constructive suggestions
about ways in which the child
might improve his/her work
• agreed steps for the next child
• follow-up from the agreed
targets with children to see how
far they have achieved them
• comments on specific, positive
aspects of work
• recognition of effort as well as
quantity; not in a vague way, but
linking effort to specific skills or
understanding
• praise and comments focused on
the learning objective
Teachers should give children time to
act on the feedback they are given

48. Subjective
Judgements
Extended Writing
SPaG Phonics Check
Specific Writing
“Needs”
Teacher Assessment
and …
Waugh, D et al (2014)

49. “Right Answer?” Logical Thinking
Procedural /
Instrumental
Conceptual Fluency
Conceptual Fluency Mental Methods
and …

50. plus exemplification
materials
plus exemplification
materials
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/att
achment_data/file/740343/2018-
19_teacher_assessment_frameworks_at_the_end_of_key_stage_1_WEBHO.pd
f
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/att
achment_data/file/740345/2018-
19_teacher_assessment_frameworks_at_the_end_of_key_stage_2_WEBHO.pd
f

52. Biggs, M et al (2008)
Peacock, A (2016)
Black, P et al (2003)

53. Image Credit: http://i.telegraph.co.uk
Ofsted does not expect to see a particular frequency or quantity
of work in pupils’ books or folders. Ofsted recognises that the
amount of work in books and folders will depend on the subject
being studied and the age and ability of the pupils (2015:10)
Ofsted recognises that marking and feedback to pupils, both written and oral, are
important aspects of assessment. However, Ofsted does not expect to see any specific
frequency, type or volume of marking and feedback; these are for the school to decide
through its assessment policy. Marking and feedback should be consistent with that
policy, which may cater for different subjects and different age groups of pupils in
different ways, in order to be effective and efficient in promoting learning (2015:10)
While inspectors will consider how written and oral feedback is used to promote
learning, Ofsted does not expect to see any written record of oral feedback provided
to pupils by teachers (2015:10)
Ofsted (2016) School Inspection Handbook, London: HMSO

54. Image Credit: http://i.telegraph.co.uk
Scrutiny of pupils’ work, with particular attention to … how well
teachers’ feedback, written and oral, is used by pupils to improve their
knowledge, understanding and skills. (Section157)
Ofsted (2016) School Inspection Handbook, London: HMSO
In evaluating the accuracy and impact of assessment, inspectors will consider how well -
• teachers use any assessment for establishing pupils’ starting points, teacher assessment and testing to
modify teaching so that pupils achieve their potential by the end of a year or key stage; inspectors
should note that Ofsted does not expect to see any particular system of assessment in place
• assessment draws on a range of evidence of what pupils know, understand and can do across the
curriculum
• teachers make consistent judgements about pupils’ progress and attainment, for example within a
subject, across a year group and between year groups. (Section158)
Section 159-162 deal with the impact of literacy and Section 163 with the impact of the teaching
of mathematics.

55. Image Credit: http://www.weteachwelearn.org

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