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

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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
  • Getting Ready for APP In History and Geography

    1. 1. Getting to grips with APP in History and Geography Dave Drake Humanities AST for Wiltshire http://humanitiesastwiltshire.blogspot.com
    2. 2. What is it? <ul><li>According to the QDCA, Assessing Pupils’ Progress is: </li></ul><ul><li>‘… the new structured approach to teacher assessment, </li></ul><ul><li>developed by QDCA in partnership with National Strategies, </li></ul><ul><li>which equips teachers to make judgements on pupils’ progress. </li></ul><ul><li>It helps teachers to fine-tune their understanding of learners’ </li></ul><ul><li>needs and to tailor their planning and teaching accordingly.’ </li></ul>
    3. 3. The approach - periodically <ul><li>Step 1 </li></ul><ul><li>Consider the evidence </li></ul><ul><li>Step 2 </li></ul><ul><li>Review the evidence </li></ul><ul><li>Step 3 </li></ul><ul><li>Make a judgement </li></ul>
    4. 4. Step 1 - Consider the evidence <ul><li>Use a range of evidence to review progress of pupils </li></ul><ul><li>Evidence can range from written responses, verbal contributions, discussions with teachers, presentations, self-assessment, drama activities & group work which feature in a normal lesson. </li></ul><ul><li>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 </li></ul><ul><li>You DO NOT need to conduct specific APP tasks or create portfolios of student work </li></ul>
    5. 5. Step 2 – Review the evidence <ul><li>This is a review of the work you will have already assessed through whichever method you use in your department already </li></ul><ul><li>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 </li></ul>
    6. 6. Step 3 – Make a judgement <ul><li>The APP level criteria can the be used periodically to come to a ‘best-fit’ </li></ul><ul><li>decision as to which level is most appropriate for each pupil </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul>Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
    7. 7. Step 3 – Make a judgement <ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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. </li></ul><ul><li>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 </li></ul>
    8. 8. Assessment Guidelines highlighted for a pupil <ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul>Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
    9. 9. Assessment Guidelines highlighted for a pupil <ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul>Areas of strength Areas of weakness Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
    10. 10. APP in History and Geography <ul><li>Although no exemplar materials, assessment criteria and specific </li></ul><ul><li>guidance has been officially published yet (Jan 2010), the </li></ul><ul><li>following slides outline what should be expected in relation to </li></ul><ul><li>History and Geography at KS3 </li></ul>
    11. 11. In History <ul><li>Three assessment focuses are likely to be: </li></ul><ul><li>AF1 - Thinking Historically </li></ul><ul><li>AF2 - Exploring Interpretations </li></ul><ul><li>AF3 - Historical Enquiry </li></ul>
    12. 12. In History <ul><li>AF1 - Thinking Historically </li></ul><ul><li>Understanding of past events </li></ul><ul><li>Understanding of cause and consequence </li></ul><ul><li>Characteristic features of periods and past societies </li></ul><ul><li>Nature of change, continuity and diversity </li></ul><ul><li>Chronology </li></ul>
    13. 13. In History <ul><li>AF2 - Exploring Interpretations </li></ul><ul><li>Evaluating interpretations of the past </li></ul><ul><li>Judgements of significance according to perspectives, positions and purposes </li></ul>
    14. 14. In History <ul><li>AF3 - Historical Enquiry </li></ul><ul><li>Using sources critically to establish evidence </li></ul><ul><li>Communication of findings in a range of ways </li></ul><ul><li>NB: AF3 is closely linked to the ‘key processes’ in the programme </li></ul><ul><li>of study </li></ul>
    15. 15. In Geography <ul><li>Three assessment focuses are likely to be: </li></ul><ul><li>AF1 – Understanding places </li></ul><ul><li>AF2 – Exploring interconnections and change </li></ul><ul><li>AF3 – Enquiring and communicating </li></ul>
    16. 16. In Geography <ul><li>AF1 – Understanding places </li></ul><ul><li>Understanding of human and physical characteristics of places </li></ul><ul><li>Understanding of diversity, similarities and differences in the environments of places </li></ul><ul><li>Understanding and knowledge of locations and contexts </li></ul><ul><li>Understand changes in places over time </li></ul>
    17. 17. In Geography <ul><li>AF2 – Exploring interconnections and change </li></ul><ul><li>Changing physical and human features </li></ul><ul><li>How changes affect the lives of people </li></ul><ul><li>Improving damaged environments </li></ul><ul><li>Sustainable development </li></ul><ul><li>Geographical patterns </li></ul><ul><li>Human actions, conflict and consequences </li></ul>
    18. 18. In Geography <ul><li>AF3 – Enquiring and communicating </li></ul><ul><li>Asking geographical questions </li></ul><ul><li>Selecting sources and data </li></ul><ul><li>Communicating findings and reaching conclusions </li></ul><ul><li>Using geographical skills </li></ul><ul><li>Understanding and appreciating a range of views </li></ul>
    19. 19. Summary <ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul>
    20. 20. Dave Drake Humanities AST for Wiltshire http://humanitiesastwiltshire.blogspot.com http://abbeyfieldhumanities.blogspot.com

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