Terry Handley Lead Consultant for APP ICT Assessing Pupils Progress (APP) in ICT  NAACE All Members Conference Coventry 4 ...
Some current features of assessment practice   <ul><li>often seen as a ‘separate’ activity from teaching and learning </li...
QCA key messages about assessment   <ul><li>The learner is at the heart of assessment </li></ul><ul><li>Assessment needs t...
Assessment: ways of looking Close-up Standing back Public view
Assessment: ways of looking Standing back Public view Close up Day-to-day Periodic Transitional
What’s missing? <ul><li>How am I doing in this subject/aspect as a whole? </li></ul><ul><li>What are the main areas where ...
Day-to-day Periodic Transitional Ways of looking : key features Learning outcomes shared with pupils Peer- and self-assess...
Assessing Pupils’ Progress (APP)   APP is designed to: <ul><li>Demonstrate how assessment is integral to successful teachi...
APP is designed to: <ul><li>Give insights which directly inform future planning, teaching and learning in the course of a ...
What are APP materials? <ul><li>Assessment Guidelines – criteria for making periodic judgements grouped by ‘assessment foc...
Assessment Guidelines <ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li><...
The APP process <ul><li>Teachers identify pupils (initially a sample) </li></ul><ul><li>After a suitable period, they revi...
Assessment Guidelines <ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul><ul><li...
Using the  assessment guidelines <ul><li>Assessment focuses help teachers help teachers recognise significant evidence in ...
Features of APP assessments <ul><li>Wide range of evidence – can be drawn from work in other subjects </li></ul><ul><li>In...
Lessons from the pilots - schools  <ul><li>Recognise APP as a long-term investment in the profession and teachers’ confide...
Where we are with developing APP materials <ul><li>speaking & listening KS1 to KS3 pilot 2007-09 </li></ul><ul><li>science...
APP and the wider assessment agenda  <ul><li>Children’s Plan  – December 2007  </li></ul><ul><ul><li>Additional funding (£...
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Terry Handley - Assessing Pupils Progress in ICT

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Assessing Pupils’ Progress (APP) is the new national approach to assessment that equips teachers to make judgments on pupils’ progress, fine-tune their understanding of learners’ needs, and tailors their planning and teaching accordingly. QCA have recently piloted this approach in ICT to compliment those already developed for Science, Mathematics and English. The pilot has been greeted enthusiastically by the teachers involved.

This session will introduce the methodology and some of the materials developed in addition to hearing from one of the pilot schools about their experience.

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  • Main heading - Arial (bold) 32pt Body copy heading 01 – Arial (bold) – 24pt Presenters name- Arial 14 pt Title- Arial 14 pt 09 May 2006- Arial 14 pt
  • Terry Handley - Assessing Pupils Progress in ICT

    1. 1. Terry Handley Lead Consultant for APP ICT Assessing Pupils Progress (APP) in ICT NAACE All Members Conference Coventry 4 th October 2008 Introduction to APP
    2. 2. Some current features of assessment practice <ul><li>often seen as a ‘separate’ activity from teaching and learning </li></ul><ul><li>represented by numbers and letters </li></ul><ul><li>high stakes – school and teacher accountability </li></ul><ul><li>judgements not always trusted or used within and across schools and phases </li></ul>
    3. 3. QCA key messages about assessment <ul><li>The learner is at the heart of assessment </li></ul><ul><li>Assessment needs to provide a view of the whole learner </li></ul><ul><li>Assessment is integral to teaching and learning </li></ul><ul><li>Assessment includes reliable judgements about how learners are progressing related, where appropriate, to National standards and expectations </li></ul>
    4. 4. Assessment: ways of looking Close-up Standing back Public view
    5. 5. Assessment: ways of looking Standing back Public view Close up Day-to-day Periodic Transitional
    6. 6. What’s missing? <ul><li>How am I doing in this subject/aspect as a whole? </li></ul><ul><li>What are the main areas where I need to improve? </li></ul><ul><li>Where do I show what I know and can do? </li></ul>For pupils For teachers <ul><li>How well are my pupils achieving overall? </li></ul><ul><li>Can I see the wood as well as the trees? </li></ul><ul><li>Where are the gaps in learning? </li></ul><ul><li>How do national standards inform my teaching? </li></ul>
    7. 7. 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
    8. 8. Assessing Pupils’ Progress (APP) APP is designed to: <ul><li>Demonstrate how assessment is integral to successful teaching and learning </li></ul><ul><li>Encourage a broadly based curriculum which generates a wide range of evidence of pupils’ achievement </li></ul><ul><li>Provide a fuller picture of pupils’ strengths and weaknesses (for teachers, pupils and parents/carers) in relation to national standards </li></ul><ul><li>Offer a secure basis for pupil tracking </li></ul>
    9. 9. APP is designed to: <ul><li>Give insights which directly inform future planning, teaching and learning in the course of a year </li></ul><ul><li>Help make connections between day-to-day assessment and national standards </li></ul><ul><li>Engage teachers and learners in all year groups in periodic assessment to raise attainment </li></ul>
    10. 10. What are APP materials? <ul><li>Assessment Guidelines – criteria for making periodic judgements grouped by ‘assessment focus’ </li></ul><ul><li>Standards Files – annotated collections of evidence from a pupil which represent a particular level </li></ul><ul><li>Handbook with guidance </li></ul>
    11. 11. Assessment Guidelines <ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul>Level 5 <ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul><ul><li>xxxxxxx </li></ul>Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
    12. 12. The APP process <ul><li>Teachers identify pupils (initially a sample) </li></ul><ul><li>After a suitable period, they review the full range of evidence (written, spoken and observed) for each assessment focus </li></ul><ul><li>They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet </li></ul><ul><li>They use annotated examples of pupils’ work (standards files) as reference points and benchmarks </li></ul><ul><li>They undertake moderation with colleagues within and beyond the school </li></ul>
    13. 13. Assessment Guidelines <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><ul><li>xxxxxxxxxxxx </li></ul><ul><li>xxxxxxxxxxxx </li></ul>Level 5 Level 6 Assessment Focus 3 Assessment Focus 2 Assessment Focus 1
    14. 14. Using the assessment guidelines <ul><li>Assessment focuses help teachers help teachers recognise significant evidence in key elements of the subject </li></ul><ul><li>Enables teachers to see a pupil’s ‘profile’ of attainment and to share this </li></ul><ul><li>Provides basis for discussing targets for improvement with pupils, parents and carers </li></ul><ul><li>Allows progress ‘within’ a level to be seen </li></ul><ul><li>Offers a ‘professional’ version of a sub-level </li></ul><ul><li>Provides detailed information for the next teacher </li></ul><ul><li>Reveals ‘gaps’ in curriculum and/or learning </li></ul>
    15. 15. Features of APP assessments <ul><li>Wide range of evidence – can be drawn from work in other subjects </li></ul><ul><li>Independence and choice – pupils demonstrating what they can do </li></ul><ul><li>Use of assessment guidelines which help ‘unpick’ National Curriculum level descriptions in terms of assessment focuses </li></ul><ul><li>Opportunities for shared professional discussions (standardisation and moderation) and external support </li></ul>
    16. 16. Lessons from the pilots - schools <ul><li>Recognise APP as a long-term investment in the profession and teachers’ confidence </li></ul><ul><li>Phase introduction by subjects and numbers of pupils involved but involve all teachers and TAs across school or department </li></ul><ul><li>Focus initially on a sample of pupils so that teachers become comfortable with the APP Guidelines </li></ul><ul><li>Use internal moderation and the Standards Files for accurate assessment </li></ul><ul><li>Look at ways of using APP when discussing progress with pupils, parents and carers </li></ul>
    17. 17. Where we are with developing APP materials <ul><li>speaking & listening KS1 to KS3 pilot 2007-09 </li></ul><ul><li>science KS 1&2 pilot - 2008-09 </li></ul>Piloted 2007-08 To be published January 2009 R, W, Ma KS1 Published via PNS Jan 08 R,W & Ma KS2 Piloted 2007-08 To be published January 2009 Science / ICT Published via SNS 2007 To be refreshed September08 Mathematics Published via SNS 2006 To be refreshed September 08 Rdg & Wtg KS3 State of Play Subject/AT KS
    18. 18. APP and the wider assessment agenda <ul><li>Children’s Plan – December 2007 </li></ul><ul><ul><li>Additional funding (£50 million for 3 years) for schools to improve assessment </li></ul></ul><ul><ul><li>APP as the ‘universal model’ </li></ul></ul><ul><ul><li>Moderation training developed and rolled out nationally </li></ul></ul><ul><li>Assessment for Learning Strategy - May 2008 </li></ul><ul><ul><li>Strategic support for implementation of APP </li></ul></ul><ul><ul><li>APP to be developed for foundation subjects at KS3 </li></ul></ul>

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