assessment focus group wednesday 16 th july 2014
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Assessment Focus Group Wednesday 16 th July 2014. Why we are here. To identify what you would like to record / analyse To identify what is most important to you To discuss your adopted assessment frameworks To identify what you need from the assessments module - PowerPoint PPT PresentationTRANSCRIPT
Assessment Focus GroupWednesday 16th July 2014
Key points to cover
Introduction and welcome
Our aims for today
Brainstorm
Current methods for tracking and analysis
Demonstration
Open discussion
Why we are here
• To identify what you would like to record / analyse
• To identify what is most important to you
• To discuss your adopted assessment frameworks
• To identify what you need from the assessments module
• To help shape the assessment module to suit your needs
What we are not here for
• To dissect the primary curriculum 2014
• To advise on the primary curriculum
• To create a primary curriculum framework
• To talk at you for the next 2 hours, participation and feedback is key!
I need a system that…
• Brainstorm (post it)
e.g.– Progress– Attainment– Value added– APS– 3 E’s– Statements etc…
Analyse Attainment
Emerging, Expected, Exceeded
Value Added
Early Years Foundation Stage
From BirthTracking from Birth
to Key Stage 2 in one system
InnovateYou create the
systems and we create the software
Best FitUnique Best Fit
algorithm helping you plan
AssessmentGrids
AttainmentAnd
Progress
Value Added
TailoredSpecifically tailored for Primary and Nursery
FlexibleCreate any assessment
framework
TimeSave time and money enter data once, use
many times
Assessments
IndividualQuestion
Filter Key Pupils
Automatically Calculate
Levels
QuestionIdentify low scoring
questions
CategoriseIdentify low scoring
categories
TimeCalculate levels and Standardised score
Question Level
Statement Tracking
Overall Progress
Chart
Projection Charts
BespokeCreate your own
statements
FilterTrack specific
groups of pupils
PointsUse your own point system
Statements of Achievement
Alison Peacock DBE, Headteacher, The Wroxham School (ofsted outstanding)
• We have not talked to children and parents about ‘levels’ for the last ten years.
• They are not given targets or grades but there is a strong focus on formative feedback.
• Evidenced in the manner in which each child can talk about his learning and next steps for improvement.
• End-of-year reports are written by the children from year one to year six and form an electronic dialogue with the teaching team.
• We have kept data tracking sheets as a management resource purely as a means of ensuring that no child slips through the net (and to provide a record for Ofsted when they inspect).
Kerry Sternstein, Deputy Headteacher, The Shaftesbury School (ofsted outstanding)
• We are a specialist school for pastoral care, a national support school and have been consistently outstanding in the last two Ofsted inspections
• Pupils’ achievement and progress is monitored by continuous setting and reviewing of targets – 22 NAHT targets not determined to level or judge, but to guide and reinforce.
• Pupils and staff together decide whether they have met the target (green), are still working on the targets (amber) or have not met it (red).
• Academic targets are based on descriptors and ‘I can’ statements, not on NC levels, although they are relevant to them.
Dr Reena Keeble DBE Cannon Lane Primary School (oftsed outstanding)
• It had been obvious to us that a 2A in one school was not the same in another school, so we welcomed the opportunity to develop something
• We broke down the expectations for pupils in English and maths into statements.
• For example• There were 13 statements in English for Reception. • Year 1 statements began with statement 14; • so if a Reception child had achieved 16 statements in writing it was
easy to see he/she was working to Year 1 expectations.
• The results were recorded on a simple spreadsheet and RAG (red, amber, green) rated.
All change (again)?
