Implementing Assessment Change

A Conference for School Leaders

November 2007

Leading Learning 1 November 2005

Leading Learning 2 April/May 2006

Curriculum Leader Day 1 September/October 2006

Curriculum Leader Day 2 November/December 2006

Area of Learning Day 1 February/April 2007

Leading Learning 3 September 2007

Curriculum Leader Day 3 October 2007 ……

CCEA Principals’ Assessment Conferences November 2007

Area of Learning Day 2 February – April 2008

Co-ordinating the Assessment and Reporting of the Cross Curricular Skills

April 2008

Pupil Learning

& Achieveme

nt

Intended Learning Outcomes

By the end of the conference school leaders will:

• understand the legislative framework that underpins the assessment arrangements;

• begin to consider the implications of the revised assessment arrangements for their schools;

• understand the need to integrate implementation arrangements for assessment into School Development Plans/action plans.

Overview of the DaySession 1 Welcome and Introduction

Session 2 The LegislationPart 1 - Legislative Requirements Part 2 - Acquiring and Developing the

Skills and Capabilities

Session 3 Assessing the Cross-Curricular SkillsPart 1 - Meeting the RequirementsPart 2 - Planning for Assessment: Case

Studies

Session 4 Supporting Assessment Practice and Arrangements

Session 5 Planning and Plenary

Session 2The Legislation

Part 1:Legislative Requirements

for Key Stage 3 Assessment

Legislative Requirements

The Education (NI) Order 2006

Article 9: Assessment

9 (1) The curriculum for every grant-aided school shall require each pupil in each key stage at the school to be assessed in each school year in accordance with such assessment arrangements as are specified in relation to that pupil and that key stage under paragraph (2).

(2) The Department may by order specify, in relation to –

(a) an area of learning;(b) a cross-curricular skill; and(c) any other skill specified under Article 8(1)(b),

such assessment arrangements as it considers appropriate for pupils in each key stage.

Legislative Requirements

The Education (NI) Order 2006

Article 8: Skills

(2) The cross-curricular skills are-

(a) communication; (b) using mathematics; (c) using information and communications technology.

The Education (Assessment Arrangements) (Foundation to Key Stage 3) Order (Northern

Ireland) 2007

Article 5

2) The cross-curricular skills of pupils in Key Stages 1, 2 and 3 shall be assessed by the end of the school year with reference to levels of progression, specified by an order made by the Department under Article 8(3) of the 2006 Order.

(http://www.opsi.gov.uk)

DE Circular

“The revised curriculum… has literacy and numeracy at its core. The curriculum provides for a broad and balanced education and focuses on developing skills as well as teaching content…”

Circular Number 2007/11

Changing Emphasis in the Statutory

Requirements From To

Detailed programmes of study and attainment targets

End of Key Stage assessment in English (Irish), Mathematics and Science:- teacher assessment - use of assessment units (optional) - external tests

Levels of Attainment in English, Mathematics and Science

Annual Report

Minimum content (i.e. statements of requirement), including learning outcomes

Teacher assessment by end of each year (Years 8, 9, 10) in:- area of learning- cross-curricular skills- other skills (Thinking Skills and Personal Capabilities)Choice of assessment types integrated into teaching and learning

Levels of Progression in Communication, Using Mathematics and Using ICT

Annual Pupil Profile Report

Implementation Schedule07/08 08/09 09/10

Year8

Northern Ireland Curriculum statutory

Northern Ireland Curriculum statutoryPupil Profile statutory

Northern Ireland Curriculum statutoryPupil Profile statutory

Assessment with reference to Levels of Progression

(CCS)

Year 9

Northern Ireland Curriculum statutoryPupil Profile statutory

Northern Ireland Curriculum statutoryPupil Profile statutory

Assessment with reference to Levels of Progression

(CCS)

Year 10

Northern Ireland Curriculum statutoryPupil Profile statutory

Assessment with reference to Levels of Progression

(CCS)

Reporting Using the Pupil Profile

• Pupil Profile – statutory in 2008/09,Year 8 and 9

• Reporting aligned with teaching, learningand assessment

• Capita Profiles 7

Reflection

• Who needs to know?• How will you let them know?• When?• What are the implications of this timescale?• What is the level of awareness in your school?• What is the likely impact on your current assessment

policy?• What is the likely impact on your school development

planning?

How can you ensure that your teachers understand the legislative requirements?

Session 2The Legislation

Part 2:

Acquiring and Developing the Skills and Capabilities

Legislative Requirements: Skills and Capabilities

The Education (NI) Order 2006

Article 8: Skills

‘The curriculum for a grant-aided school must ensure, wholly or mainly

through the teaching of the minimum content of areas of learning and

religious education, the acquisition and development by pupils of-

(1) the cross-curricular skills(a) communication(b) using mathematics(c) using information and communications technology.

(2) any other skills specified under Article 8(1)(b).’

The ‘other skills’ at Key Stage 3

www.nicurriculum.org.uk>skills and capabilities>thinking skills and personal capabilities

Where are the Skills andCapabilities in the Curriculum?

Learning Outcomes and Skills and Capabilities

•Research and manage information effectively … including

Using Mathematics and Using ICT where appropriate

Managing InformationUsing MathematicsUsing ICT

• Show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, including Using Mathematics and Using ICT

Thinking, Problem-Solving, Decision-MakingUsing MathematicsUsing ICT

• Demonstrate creativity and initiative when developing ideas and following them through

Being Creative

• Work effectively with others Working with Others

• Demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance

Self-Management

• Communicate effectively in oral, visual, written, (mathematical) and ICT formats, showing clear awareness of

audience and purpose

CommunicationUsing MathematicsUsing ICT

Acquisition

Development

Promoting

Demonstrating

Applying

Transferring

Assessment for Learning

Implications for Learning and Teaching

• ALL subjects have a statutory responsibility to help pupils acquire and develop skills

• Ongoing part of classroom activity

• Infused into the context of the subject

• Formative assessment (assessment for learning)

• Need for planning

Reflection

How will you ensure that the statutory requirements for skills and capabilities are embedded in on-going practice?

• What are the key messages all teachers need to know about acquisition and development of skills and capabilities?

• Who will be involved in planning and tracking the acquisition and development of skills and capabilities to ensure a coherent experience for your pupils?

• How will you identify, promote and monitor effective practice in the acquisition and development of skills and capabilities?

• What is the likely impact on your school development planning?

Session 3Assessing the Cross-Curricular

Skills

Part 1:Meeting the Requirements

Assessment

Reporting

Acquisition

Development

Promoting

Demonstrating

Applying

Transferring

Legislative Requirements (Education Order, 2006)

‘each pupil in each key stage… to be assessed in each school year…’ in each cross-curricular skill, with reference to the levels of progression.

Proposal

Assessment evidence for each of the cross-curricular skills should be drawn from at least two areas of learning across the key stage.

Possible Models: Example 1

Year 8 Year 9 Year 10

Communication

English with Media

Education

History English with Media

Education

Using Mathematics

Mathematics with

Financial Capability

Science Mathematics with

Financial Capability

Using ICT Art & Design

Geography

Modern Languages

Home Economics

Technology & Design

Employability

Possible Models: Example 2

Year 8 Year 9 Year 10

Communication

Personal Development

Music

English with Media

Education

HistoryDrama

Using Mathematics

Technology & Design

PE

ScienceGeography

Mathematics with

Financial Capability

Using ICT Art & DesignCitizenship

Modern Languages

Home Economics

REEmployability

Assessment of the Cross-Curricular Skills

Flexibility in:

• Areas of Learning contributing• Range of assessment activities and tools• Number of assessments • Timing

Legislative Requirements

The Education (Assessment Arrangements) (Foundation to Key Stage 3) Order (Northern Ireland)

2007

Article 5

2) The cross-curricular skills of pupils in Key Stages 1, 2 and 3 shall be assessed by the end of the school year with reference to levels of progression, specified by an order made by the Department under Article 8(3) of the 2006 Order.

Levels of Progression:Draft Format

• Levels of Progression for: - Communication; - Using Mathematics; and - Using ICT

• Competence based - ‘Pupils can’

• Development process to date

Levels of Progression

www.nicurriculum.org.uk

Mapping of SkillsNI Levels of Progression

National Qualifications Framework

Level 1 Entry level 1

Level 2 Entry level 2

Level 3 Entry level 3

Level 4Level 5

Level 1

Level 6Level 7

Level 2

Guidance and Support Materials

Assessing the Cross-Curricular Skills:Draft Guidance for Teachers

• Initial guidance and recommendations

• Nine exemplar tasks - three per skill area

• Purpose of the tasks - Exemplar - Generic - Acquisition and development - Assessment

Draft Levels of Progression

www.nicurriculum.org.uk

Part 2Planning for Assessment:

Case Studies

Session 3Assessing the Cross-

Curricular Skills

Case Studies 1:Planning for Assessment

These three schools have described their experience of the process of planning for assessment.

• What can we learn from their experience?

• What are the possible implications for our schools?

Case Studies 2

Reflection

How can you prepare for assessing the cross-curricular skills using levels of progression?• What are the key messages all teachers need to know about the

assessment of the cross-curricular skills?

• Who will be involved in planning and coordinating the assessment of cross-curricular skills?

• Who will be involved in assessing cross-curricular skills?

• How will you identify, promote and monitor effective practice in the assessment of the cross-curricular skills?

• What is the likely impact on your school development planning?

Session 4

Supporting Assessment Practice

and Arrangements

Assessment Support

• Programme:

- Skills acquisition and development;

- Skills assessment;

- Coordination, monitoring and quality assurance.

• Guidance:

- Exemplar tasks;- Exemplification of standards.

• Moderation and standards support

ReflectionHow can you prepare for quality assurance of school assessment processes andprocedures?

Consider ….

- continuing professional development- engagement and ownership of the process- understanding and agreeing the standards- internal communications - monitoring and evaluating the process- implications for school development planning and assessment

policy