Welcome to AGS

How well do you know your AFs? – can you

complete the card sort?

What do you hope to get out of today?

The Day

9:00 – 9:30 Register & Activity 1 (AF Card sort)

9:30 – 10:30 Why APP? Getting familiar with the AFs

10:30 – 11:00 Coffee

11:00 – 12:00 Standardisation of assessment

12:00 – 12:45 Lunch

12.45 – 14:00 Developing opportunities for assessment (lucky dip activity)

14:00 – 15:00 Feedback, recording the

evidence

What type of teacher are you?

A B C

Only use assessments in test conditions

Allow pupils to work together and use books

when doing assessments

Uses assessments in lessons allowing pupils to work collaboratively

Marking provides a level Marking provides a level and improvement target

Marking provides a level, sublevel and

improvement target

Occasionally allow pupils to self or peer assess to

provide a level

Often allow pupils to self or peer assess and provide a level and improvement target

Often allow pupils to self or peer assess and provide a level and improvement target

Rarely give pupils an opportunity to improve

Occasionally allow pupils an opportunity to

improve

Always give pupils an opportunity to improve

Does

• every child knows how they are doing, and understands what they need to do to improve and how to get there. Do they get the support they need to be motivated, independent learners on an ambitious trajectory of improvement;

Is

• every teacher is equipped to make well-founded judgements about pupils’ attainment?

• Do they understand the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential?

Does

• every parent and carer knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers?

Assessment for learning

Getting to know the AFs

10

LET’S BREAK THIS DOWN A

LITTLE

Ice breaker

Introduce yourself and your role.

Complete the task in the envelope – you have 15 minutes

• Recognise and apply scientific models

• Identify the assumptions and limitations within scientific models

• Know that there are scientific questions that cannot currently be answered

• Understand how the scientific community validate scientific claims through the process of peer review

AF1: Thinking Scientifically

AF2: Understanding the Applications and Implications of Science

• Know how science and the work of scientists pervade all aspects of our lives

• Explore how scientific and technological developments take place (and have taken place in the past)

• Appreciate the impact of scientific and technological developments on society, and how aspects of society (economics, politics, religious views, ethics and morals) influence the direction and progress of scientific and technological development

AF3: Communicating and Collaborating in Science

• Know how to communicate results using scientific conventions such as symbols, tables, graphs etc

• Be able to distinguish between opinion and evidence

• Recognise bias and misrepresentation in the communication of scientific evidence

• Understand the importance of collaboration between scientists in the development of scientific ideas

AF4: Using Investigative Approaches

• Use standard investigative skills• Know the language of variables

and fair testing• Understand the need for

appropriate range and intervals between data points

• Be able to assess risk

AF5: Working Critically with Evidence

• Identify patterns and draw conclusions from scientific results

• Base conclusions on manipulations made to scientific data

• Evaluate the strength of scientific evidence

• Identify ways of improving experimental methods in order to improve data quality

The Three APP Challenges

1. Understanding the new APP criteria

2. Assessing the new APP criteria

3. Teaching the new APP criteria

Potentially the most challenging APP obstacle?

APP: The concepts were there all along…

Extract from the KS3 National Curriculum 2007

The value of APP?

• This is an exciting time in science – free from the factual constraints of SATs and the need to shoe horn pupils through exams – are we now free to engage and enthuse pupils about the process of science and the nature of scientific discovery?

Is it important that we develop pupil’s understanding of how

science works within our world – and the role of science and

scientists within society?

New GCSE Science curriculum has greater focu on the ‘How Science Works’ principles.

Did you know

• Touch screen technology will ‘run out’ by 2020

Or will it ….?

Statutory or not?

• QCA and DCFS (December 2009) stated that APP (like AfL) is non-statutory ….

• “OFSTED have refused to sign a statement saying that APP was voluntary”

• “The Governments ‘experts group’ on assessment said that the Government should continue to promote the use of APP in all primary and secondary schools”

TES December 4th 2009

Key questions?

• How do we develop the assessment of pupils?

• How do we enhance learning and

• How do we improve the rate of pupil progression?

Your task

Examine and describe a malteser in as much detail as possible.

You have 2 minutes

Coffee and discussions

Standardisation….

What does level 5 look like?

31

Tip – use this for marking pupils work

What is out there?

Feedback and discussion

Which AF relates to models?

What exactly is a model?

Scientific Models

Scientific Models:A scientific way of representing how or why things happen.

Examples:• States of matter • The cell as a building block for life • Electricity is charge flowing along a wire

Animations

View diffusion animation

Lucky Dip

What AF could you assess using this work?

Trial the pupil speak cards – what do you think?

Feedback and discussion

Marking and recording the work

Pupils can use self / peer assessment and identify Improvement Targets to take their work to a higher level

Self or peer assessment

Specify targets for improvement

Final APP teacher assessment

How can the Badger assessed tasks be recorded?

The Individual performance by a pupil can be recorded on the APP level grids, with pupil performance within an AF determined from the day to day assessments e.g. using assessed tasks.

Recording the marks

How can we make this manageable?

How often should we use APP?

Finely level all work in a pupil’s exercise book and then use that to

inform APP?

Periodic Assessment

• DCFS recommend that the APP process takes place at least termly intervals.

• Pupil performance across the five AFs is examined using collated work and records of achievement.

• Individual performance within each AF is established.

• An overall performance measure is then established across the five AFs, assessed at low, secure and medium.

Having an impact

A. What will your colleagues’ attitudes be to implementing APP in school?

1. They’ll be really positive!

2. It will be an uphill struggle

3. Probably OK.

4. Something else

B. What time challenges will you face?

1. There’s no time at staff meetings

2. I can see me having to do it all myself

3. Fitting it into the curriculum will be hard

4. Something else

C. Which actions will be most effective for you to have impact?

1. Presentation(s) at staff meeting

2. Implementing a coaching programme

3. Letting staff observe you

4. Something else.

D. Who else will be key to you having a successful impact?

1. Science subject leader

2. SLT member

3. Teaching assistants

4. Someone else.

E. What is your vision of how things will be different after APP?

1. I am really clear on how it will be

2. I just need to think about it a bit more

3. It’s still a bit vague

4. I’m not convinced it will be different

Success CriteriaTo achieve the objectives we: Reviewed the Assessment Foci (AF) and recapped the

levelled criteria (card sort) Learnt with and from others! Considered opportunities for using APP AFs in common

activities/practicals (lucky dip) Standardised assessment amongst the group With regards to departmental APP implementation, reflected

on;– what we have learnt this afternoon, – where we ‘are’ – planned for where we are ‘going’