assessment and data

Assessment and Data

Year 7 and 8

Our aim is for assessment to improve learning not just measure it

AgendaAssessmentReporting Data and baseline testing (MidYIS)

STEPSHome – school support


Three ways of using Assessment


Assessment of Learning

• occurs at the end of the learning unit• assessment that is accompanied by a number or

letter grade (summative)• compares one student’s achievement with

standards, predictions• Results usually communicated to the student and

parents


Assessment for learning

• assessment can be based on a variety of information sources (e.g. portfolios, works in progress, teacher observation, conversation)

• verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps in learning

• as teachers check on understanding they adjust their instruction to keep students on track

• grades or scores may not be given• occurs throughout the learning process, from the outset of

the course of study to the time of summative assessment


Assessment as learning

• begins as students become aware of the goals of instruction and the criteria for performance

• involves self and peer assessment and feedback• involves goal-setting, monitoring progress, and

reflecting on results• implies student ownership and responsibility for

moving his or her thinking forward • occurs throughout the learning process


Possible feedback

• Letter grade• Numerical grade • Mark • Percentage• No grade

SHARED AND UNDERSTOOD


Data

• Any piece of information we hold for students– Language information – Transfer information from primary schools– Test results, report grades, comments, targets– Attendance data– Rewards and sanctions

MidYIS

• Middle Years Information System– Centre for Evaluation and Monitoring, Durham

University, UK

• Four sections– Vocabulary– Maths– Non verbal– Skills

Easy Vocabulary

Medium maths

Non-Verbal: Cross-sections

Non-Verbal: Blocks

Non verbal: Pictures

MidYIS Skills: Proof Reading

MidYIS Skills: Perceptual Speed and Accuracy

How do we use MidYIS?

• To identify students who need support• To inform teaching and learning• To identify trends for classes as a whole• To highlight specific strengths and weaknesses • To inform discussions with students when

setting targets• To track student progress• To be able to celebrate achievement

Traditional Reporting

• Based on one formal communication per term • Report or teacher/tutor consultation• Different for each year group• Different format for different purposes• Reports will have an overall attainment grade• Subject criteria • Constructive energy


Grading

Overall Attainment Grade

A* ExcellentA Very goodB GoodC Satisfactory D Below

satisfactoryE Poor

Specific Criteria

1 Excellent2 Good3 Satisfactory4 Below satisfactory5 Poor


Parent Consultation • Provide an opportunity for parents to discuss the progress

and learning of their children• Provide opportunities for parents to further understand the

work students are doing in class• Provide opportunities for parents to understand how

students are assessed. For example, with an example of a test or a piece of work with success criteria

• Result in an agreed understanding between the parent, teacher and student of the student’s current achievement and the outcomes to be achieved before the next meeting/report/term

• Conclude with an agreement on how the student’s future progress will be supported by the teacher, parents and student


Improving communication

• LIONeL – Curriculum documentation– Merits– Concerns– Sanctions– Homework– Attendance and punctuality


Improving Communication

• Traditional reports = disconnect with classroom

• Feedback and targets work best when focussed on specific pieces of work

• STEPS


What does it mean for students?

Using data and assessment OF, FOR and AS learning helps students to:

• Become more independent learners• Become more reflective learners• Set meaningful targets to help them to improve• Be actively engaged in their learning• Develop increased motivation and enthusiasm

from enjoying success

What can parents do to support learning at home?

Find out…….• Your child’s timetable so you know what lessons

they’ve had that day and what’s coming up tomorrow

• Read the daily homework email• Which subjects your child likes most and which

they are less happy about and why• For each subject, find out what your child is doing

well and what they need to do to improve so you can talk about things that can make a difference for them


At the end of the school day…..• Ask key questions about their learning• Start with a subject your child likes or is doing

well in and then move on to the more difficult• Look for positives and signs of success as well

as things that could be improved


Help your child to review progress• Find out what their targets are• Ask key questions which provide the

opportunity for them to talk about what the targets actually mean and what they need to do to achieve them

• Identify and discuss patterns in targets• Discuss targets with teachers and parents’

evening


Help your child to become a more independent learner

• Resist the temptation to help too much• Don’t worry about not being an expert• Ask questions which will help them to find the

answers for themselves• Discuss different sources of information and

where they can find suitable resources• Encourage your child to work with or talk with a

friend

assessment and data

Documents

learning assessment

learning processour

learning unitassessment

peer assessment

understoodour aim

students achievement

piece of information

variety of information