Assessment and Data

1. Assessment and Data Year 7 and 8 Our aim is for assessment to improve learning not just measure it

2. Agenda Assessment Reporting Data and baseline testing (MidYIS) STEPS Home – school support Our aim is for assessment to improve learning not just measure it

3. Three ways of using Assessment Our aim is for assessment to improve learning not just measure it

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

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

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

7. Possible feedback • Letter grade • Numerical grade • Mark • Percentage • No grade SHARED AND UNDERSTOOD Our aim is for assessment to improve learning not just measure it

8. 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

9. MidYIS • Middle Years Information System • Centre for Evaluation and Monitoring, Durham University, UK • Four sections • Vocabulary • Maths • Non verbal • Skills

10. Easy Vocabulary

11. More difficult vocabulary

12. Medium maths

13. Non-Verbal: Cross-sections

14. Non-Verbal: Blocks

15. Non verbal: Pictures

16. MidYIS Skills: Proof Reading

17. MidYIS Skills: Perceptual Speed and Accuracy

18. 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

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

20. Grading Overall Attainment Grade A* Excellent A Very good B Good C Satisfactory D Below satisfactory E Poor Specific Criteria • Excellent • Good • Satisfactory • Below satisfactory • Poor Our aim is for assessment to improve learning not just measure it

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

22. Improving communication • LIONeL • Curriculum documentation • Merits • Concerns • Sanctions • Homework • Attendance and punctuality Our aim is for assessment to improve learning not just measure it

23. Improving Communication • Traditional reports = disconnect with classroom • Feedback and targets work best when focussed on specific pieces of work • STEPS Our aim is for assessment to improve learning not just measure it

24. 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

25. 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

26. What can parents do to support learning at home? 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

27. What can parents do to support learning at home? 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

28. What can parents do to support learning at home? 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