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Assessing the CrossCurricular Skills
Stage 2 Training October – December 2008
CCEA Assessment Training Glenavon Hotel
20th October 2008
Presenters/Facilitators Anne Marshall Dorothy Orr
Charlie McConville (CCEA Associate)
Assessment Support Programme
November 2007 Leading Assessment Change
April June 2008Stage 1 Planning and Preparing for Assessing the CrossCurricular Skills
Oct Dec 2008 Stage 2 Discussing and Agreeing Standards
Objectives
The objectives of the day are that teachers should be enabled:
§ to discuss and agree standards in relation to the levels of progression; § to understand the process involved in making summative judgements; § to understand the nature of planning, designing and evidencing assessment opportunities.
Overview of the Day
9.15 9.30 Arrival and registration 9.30 10.00 Update and general messages
Preparing for reporting 10.00 11.15 Workshop 1
11.15 11.30 Break
11.30 12.30 Workshop 2
12.30 1.30 Lunch
1.30 2.30 Workshop 3 2.30 3.00 Reflection
Stage 1 Training
Understand and audit the requirements for the CCS
Select departments for formal assessment
Map assessment opportunities in Yr 8/9/10
Identify and develop
assessment opportunities
Carry out assessment activities as part of L&T
Whole school level
SMT/Curriculum team in
consultation with departments
Departmental level
Making a summative judgement for a pupil
Stage 2 Training
Use evidence to
make judgements
Discuss and agree
standards in school
Departmental / Interdepartmental level
DE Circular 2008/22
Levels of Progression 12.“Currently the Levels of Progression are in draft format and the Department will analyse advice, expected later in the autumn term, about how they relate to existing levels. Clearly principals and teachers need time to familiarise themselves with the Levels of Progression once they are finalised. Part of the advice expected from CCEA therefore is whether the intended timescale to introduce the Levels of Progression from the 9/10 school year is realistic and achievable in that context.”
Circular Number 2008/22 CURRICULUM, ASSESSMENT AND
REPORTING ARRANGEMENTS 2008/9
www.deni.gov.uk/microsoft_word__department_of_education_circular_2008_222.pdf
DE Circular 2008/22
Levels of Progression 13.“Recognising the shift in assessment to align with the revised curriculum is another step in terms of full implementation, DE has decided that the requirement to assess the Cross Curricular Skill of Using ICT …will be introduced in the school year following Communication and Using Mathematics.”
Circular Number 2008/22 CURRICULUM, ASSESSMENT AND
REPORTING ARRANGEMENTS 2008/9
www.deni.gov.uk/microsoft_word__department_of_education_circular_2008_222.pdf
USE OF ICT IN SCHOOLS
Action by schools Given these significant investments, and ahead of that review, we expect that schools will take some short term actions on a number of specific aspects and will increase the pace at which ICT is being embedded to enhance current educational practice by:
§ i) uplifting the ICT competence of all teachers
§ ii) establishing a wholeschool improvement approach (http://matrix.becta.org.uk/niselfreview);
§ iii) where appropriate, attaining the ICT Mark; and
§ iv) exploring opportunities for CPD online.
School leaders and managers have a key role in defining a vision for learning and teaching with ICT and ensuring that that vision is put into practice.
DE Circular 2008/22 (contd)
Reporting to Parents 15.“…we are introducing a more standard format for the annual report to parents. The Department will be drafting legislation to make these reporting arrangements statutory and will be consulting during the autumn on this. In the meantime schools are still required to provide meaningful information to parents across the curriculum.”
Circular Number 2008/22 CURRICULUM, ASSESSMENT AND
REPORTING ARRANGEMENTS 2008/9
www.deni.gov.uk/microsoft_word__department_of_education_circular_2008_222.pdf
Reporting to Parents: DE Circular and Information for Parents
§ By June 2009, Annual Report to be used for Years 8 and 9 for reporting. § By June 2010, Annual Report to be used for Years 812. § ‘More standard format’ to be used. § To include information on Communication and Using Maths.
Guidance for Reporting, 2008/09
§ Flexibility to include marks, percentages, class averages for Areas of Learning, effort grades etc.
§ Flexibility to include other information (e.g. attendance, form tutor comments etc).
§ Reports may be produced electronically or in paper form. § Reportwriting software is available (Capita Profiles 7) but not statutory.
§ Optional comment banks available for CrossCurricular Skills
(www.nicurriculum.org.uk/key_stage_3/assessment_and_reporting/pupil_profile.asp)
Guidance for Reporting, 2008/09
§ KS3 report to include qualitative comments on: § Areas of Learning; § CrossCurricular Skills; § and Thinking Skills & Personal Capabilities.
§ Provided for parents by 30th June. § Language should be meaningful to parents and consistent with the revised NI Curriculum and the principles of Assessment for Learning. § Underpinned by a formative record of pupil progress and achievement.
Example Comments
Environment and Society: Geography
Grade A
*** has developed excellent geographical skills and can interpret spatial patterns correctly. When studying settlement, she showed that she could work effectively with others to formulate valid ideas and draw conclusions relevant to geographical issues. ***’s work would improve further, if she sought advice on how to meet the success criteria given in class.
Example Comments
Using ICT All Year 8 pupils have produced a multimedia presentation with input from Environment and Society and the Arts. Each pupil’s ICT skills have been assessed through this unit and this assessment has shown that *** was able to produce a multimedia presentation making use of appropriate text, image, sound and colour. She was able to evaluate her work, considering her audience. In order to improve her performance further *** needs to reflect on the choices she has made.
§ 1 Modern Languages – Timetable Current practice § 2 Film Making and Animation § 3 E Portfolio § 4 Off Timetable Event
Samples Include …
Activity 1
Modern Languages – Timetable – Current practice Sample A Sample B Instructions/Teacher Commentary
Activity 1
Bonjour!
Ça s’écrit ENN EE AH EM – ASH.
Moi, j’ai onze ans et mon anniversaire, c’est le neuf mars.
J’habite à Belfast en Irlande du nord et je suis irlandaise.
J’ai les yeux bleus et les cheveux blonds.
Je suis petite et bavarde.
J’ai un frère qui s’appelle Conal. Il a huit ans et il est
sportif.
J’aime beaucoup le français!
Je m’appelle Niamh.
Making judgments about the appropriate level for work used to assess pupil achievement in the Cross Curricular Skill of Using ICT
§ N.B. While considering the level at which a pupil may be working, it is highly unlikely that a single piece of work will provide sufficient scope to achieve a level for the purposes of reporting.
§ A single task will be unlikely to provide the breadth of coverage within and across the ‘5Es’ (especially when considering the breadth of coverage within Express, which is where a lot of activities will be seen to have their distinctive qualities).
Making judgments about the appropriate level for work used to assess pupil achievement in the Cross Curricular Skill of Using ICT
§ More likely, a pupil will assemble a range of Using ICT work which collectively provides the evidence for the level at which they are working
§ i.e. pupils need to show the breadth of their skills in Using ICT in order to confirm a level. The evidence may be kept in a pupil’s folder in the form of an ‘eportfolio’ or it may consist of work saved, stored, posted to a www or intranet location. It may be held in separate locations
Making judgments about the appropriate level for work used to assess pupil achievement in the Cross Curricular Skill of Using ICT
The materials we are considering represent current practice in Using ICT, and working towards improving future practice.
We have chosen to consider current practice first for a number of reasons:
§ materials will be relevant to people's current level of experience;
§ practice recognisable to the majority of participants;
§ be reassured that assessing Using ICT is within your grasp.
Making judgments about the appropriate level for work used to assess pupil achievement in the Cross Curricular Skill of Using ICT
§ This example was derived from actual practice.
§ It is a Using ICT assessment task in the context of Modern Languages. Pupils were asked to plan and use a table format to make out their school timetable using the target language terms. They were then required to email it to an epal and their teacher.
§ N.B. In keeping with the advice given in relation to running a Using ICT activity as a task, the exercise here was given to pupils who had covered the software tools, commands and techniques as part of their prior learning.
Making judgments about the appropriate level for work used to assess pupil achievement in the Cross Curricular Skill of Using ICT
To summarise: § this was a Using ICT task set within the context of Modern
Languages;
§ pupils were introduced to the software controls as part of their prior learning;
§ success criteria for carrying out this stage of the work were established before the task was undertaken;
§ to try to capture the process the pupils followed as well as the product, the work includes evaluations. We know from the teacher's observation that the work was undertaken independently.
Mon Emploi du Temps Jour 1 2 3 4 5 6 7 8 9
Lundi R é
D
Mard i
cr éj
Mercredi éa
E u
Jeudi ti n
Vendred i on
er
Research, select, edit use and evaluate assets from a range of digital resources
Investigate and solve problems in a range of digital environments
Which aspects of Explore are present within this work?
Process found and self produced assets, integrating text, number, sound, still and moving images to create, present and communicate their work, demonstrating a clear understanding of audience and purpose
What aspects of Express are covered/visible within this work?
What aspects are not visible/not covered?
Use a range of contemporary digital methods to communicate exchange and share work with peers
Demonstrate acceptable online behaviour
What aspects of Exchange are covered within this work?
Use appropriate ICT tools and features to carry out ongoing improvements and reflect on process and outcome
What aspects of Evaluate are covered within this task?
Organise, store and maintain their work
Manage a digital bank of work to showcase their learning across the curriculum
What aspects of Exhibit are covered within this task?
Mon Emploi de Temps v2
1 2 3 4 5 6 7 8 9
§ The task does provide scope for those pupils capable of it to demonstrate skills up to level 5 § To move beyond level 5 would require a radical redesign of the activity § You can’t ‘add in’ extra tweaks that would make this a level 6 in working with text § Its not always obvious where the ceiling is when planning a task of this sort: you need to have worked through it at least once to gauge the kind of pitch that is involved in the work
Activity 2 Moving Images
Two parts to this: § digital storytelling § Claymation
§ the first part is a short documentary sequence on the World War 1, with voice over
Activity 2 Moving Images
§ Hardware and software issues: § Yes, this does represent a more ‘aspirational’ approach for some departments; § Nevertheless is not beyond the reach of most, with a little planning § There are some considerations to flag up as regards software and hardware, however, these are relatively minor: don’t be told otherwise!
Activity 2 Moving Images
§ There are a number of ways ‘in’ to get started in terms of beginning to work with moving images § It may be appropriate to start with tools within existing applications that permit the early stages of moving image work § For example, applying transitions in PowerPoint § Using online tools that offer some limited functionality in terms of making images move such as downloadable animated gifs (icons that ‘dance’), or ‘cut and paste’ tools such as those at www.4mations.co.uk
Activity 2 Moving Images
§ The subject context for this piece of work is the Year 10 unit of work about the events of World War 1.
§ This assessment task requires pupils to design and produce a piece of film using digital skills and moving image archive material.
§ Prior Learning in History § The pupils have been: § learning about World War One § researching the topic § writing a commentary/script (in pairs) § Prior ICT Learning (Acquisition & Development) § No prior technical experience. § 5Es Contributions § Express – create, develop, present and publish information,
manipulate images, etc. § Exchange – communicate using a range of contemporary methods
and tools.
Activity 2 Moving Images
§ Summary points for first part of activity 2, ‘Life in the Trenches’: § Found assets § Some editing § Some working with sound § Fair degree of independence on the part of pupils § Meets learning intentions for subject, History, and for acquisition and development of Using ICT skills
Activity 2 Moving Images The Perfect Stranger
§ The subject context for this piece of work is the Year 9 Personal Development unit which promotes online Personal Safety.
§ This assessment task requires pupils to design and produce an animation which is based on Internet/chat room safety.
§ Prior Learning in Personal Development § The pupils have been learning about: § understanding and managing risk and consequences § assessing and managing risk to a range of issues including using the Internet
§ potential sources of risk to their personal and physical safety
Activity 2 Moving Images The Perfect Stranger
§ Self made assets § Use of range of hardware and software tools § Developing understanding of file formats, storage and editing § Addition of voiceover soundtrack and music § Some independence § Crosscurricular collaboration art and PD § Status of individual contributions to group work
Activity 3: Sample eportfolio
§ Produced by year 8 pupils § Involved the ICT department § The work covered using dreamweaver, PowerPoint, excel, webbased research, using a discussion forum on the school vle, documenting work, communicating via email, and assembling with hyperlinks as an eportfolio.
Activity 3: Sample eportfolio
§ Which ‘desirable features’ will be needed here to evaluate the work? § Are all the necessary sets of ‘desirable features’ available? § Is there a consistent level being achieved across the range of work produced? § What else do you need to know about the process pupils followed when making the work to make a decision about levels?
Activity 4: Off Timetable Day
§ Researching § Presenting § Matching to specific audience and purpose § Group work § Discrete period of time for an extended engagement with Using ICT
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