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Building a Picture

Aims. To clarify teacher assessment arrangements for the end of KS1To discuss the range of evidence requiredTo share a process for levelling and identifying next steps in Literacy and Mathematics. Assessment at the End of Key Stage 1. Teacher AssessmentSATs Tasks and TestsAssessment and Report

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Building a Picture

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    1. Building a Picture Key Stage 1 New to Year 2

    2. Aims To clarify teacher assessment arrangements for the end of KS1 To discuss the range of evidence required To share a process for levelling and identifying next steps in Literacy and Mathematics

    3. Assessment at the End of Key Stage 1 Teacher Assessment SATs Tasks and Tests Assessment and Reporting Arrangements 2011(http://testsandexams.qcda.gov.uk/libraryAssets/media/2011_Key_stage_1_ARA.pdf)

    4. Teacher Assessment at the end of KS1 The aim is to make a rounded judgement that; is based on knowledge of how a child has performed over time and across a range of contexts; takes into account strengths and weaknesses of the child’s performance. “In particular, there is no expectation that teachers should assemble portfolios of work or devise complex recording systems.”

    5. Teacher Assessment: Building a Picture Possible sources of evidence may include: Written work (inc. cross-curricular work) Guided group records / observational notes Annotated planning Photos / videos Reading diaries / learning journals Curricular targets – dated when achieved Periodic assessments (e.g. levelled writing / spelling tests) Transitional assessments (e.g. SATs)

    6. Tasks and Tests What? Who? When? How? Discrepancies between test results and teacher assessment? The deadline for ordering all tests and tasks is Friday 15th October 2010. www.qcda.gov.uk/ncatools

    7. What should tasks and tests be used for? To support / confirm teacher assessment for all children working at Level 1 and above. To identify gaps in knowledge, skills and understanding / recognise next steps in learning.

    9. Reporting Teacher Assessment at the end of KS1 Taking into account children’s progress and performance throughout the key stage, teachers need to determine; a level for reading, writing and speaking & listening; an overall subject level for mathematics; A level for each attainment target in science Reading & writing at level 2 needs to be sub-levelled a, b or c Mathematics at level 2 needs to be sub-levelled a, b or c The overall level for Science is calculated automatically once the information is put into the management information systems.

    10. Accurate Teacher Assessment Maths Reading Writing A ‘best fit’ indication of the level at which the child is working (across the attainment targets). When teachers reach an overall level 2 judgement, they should then consider whether the performance is just into L2, securely at L2 or at the top end of L2.

    11. Children working below level 1 Report teacher assessment using ‘P’ scales see www.qcda.gov.uk/pscales ‘P’ scale moderation support available P scale moderation support available. See page 26 of ARAP scale moderation support available. See page 26 of ARA

    12. Key Dates 2010 - 2011

    13. End of Year 1 Data Task Where are your children now ? Use End of Year 1 data to identify groups Where do you want them to be by the end of the year? How are you going to get them there? Planning and moving children on (aiming high!)

    14. Level 3 Pupils need identifying early and planned for! A low level 3 is a level 3 You need more evidence than just the test result The child should be working habitually at that level – not just on a good day. The ‘WOW!’ factor Resources

    15. How to assess maths – good evidence Needs to be across the term Use a range of work that is completed independently Application through problem solving is the best type of activity to level ( maths in context) Need range of work to level, you can not level a single piece of maths work For practical work such as shape, space and measure then guided records, observations, photographs, cross curricular examples are all good evidence Look for opportunities of maths being used in other curriculum areas, e.g. data handling in science, geography APP / levelling grids

    16. Resources to support planning and assessment in maths Steps to success in mathematics: securing progress for all children ... Securing level Overcoming barriers Pitch and expectations Stick on maths Levelopaedia Gordon’s ITPs

    17. Levelling Activity APP Materials - Harjeev Spend the next 20 minutes looking at the range of evidence for Harjeev. Use the levelling grids to establish a teacher assessment level for your chosen child. Feedback

    18. Maths SATS Spend the next 5 minutes looking at the Maths SATs papers you have brought with you. Think about the skills, knowledge and understanding needed to complete the tests. Which questions do you think the children find most challenging? What implications does this have for teaching?

    19. Coffee

    20. Reading Evidence What kind? Range of sources e.g. home-school diaries, guided reading records, book banding, ‘Supporting Success in Reading’ / APP, target statements, reading journals, letters and sounds, literacy books How much? Enough to support a level judgement Evidence of teaching needs to match the level awarded

    21. Supporting Progression in Reading Ensure the development of reading strategies for tackling unfamiliar words. Develop higher order thinking skills – analysing, reasoning, evaluating etc. Include work on inference as well as literal comprehension. Build on opportunities for independent reading.

    22. Resources to support planning and assessment in reading Reading journal activity cards Question prompts / question prompt cards Levelopaedia Standards files

    23. Reading SATs Take time to explore the SATs papers. Look at the range of questions (multiple choice, one word answers, detailed explanations). How could you prepare children for answering questions of this nature without doing lots of practice papers?!!

    24. Writing Evidence What kind? Range of genre – progress/assessment/genre books, literacy books, annotated plans, writing across the curriculum, spelling logs, ‘Supporting Success in Writing’ / APP etc A range of subjects – history, geography, science, design technology How much? Enough to support a level judgement Evidence of teaching needs to match the level awarded

    25. Levelling Task As a table… Read the writing samples and in pairs, use the APP grid to moderate them. Share paired moderation with the rest of the table to gain a consensus from the wider group. Identify next steps to move the child’s learning forward.

    26. What is moderation and why moderate ? Moderation is an integral part of the assessment arrangements ensuring that standards of assessment are consistent among teachers, schools and local authorities and that they are maintained from year to year. It is not a process for checking that every assessment made by every teacher for every child is “correct”, rather it is a means for local authorities to be confident that their schools understand national standards and applying them consistently and that teacher assessment will produce outcomes which are fair to children and provide an accurate picture of progress for parents.

    27. Useful moderation information 25% of schools to be moderated (notification by Christmas) ‘Meet the Moderator’ meetings in Term 3 LA moderation school visits (Terms 4 + 5) Every school done at least once every four years New to Year 2 Infant schools more oftenEvery school done at least once every four years New to Year 2 Infant schools more often

    28. Changes to moderation for 2010 - 2011 All schools will be offered ˝ day moderation for Y2 and Y3 teachers (supply paid) APP will be used to moderate reading, writing and maths Focus on borderline 2A / 3Focus on borderline 2A / 3

    29. What we should see in 2011 Writing - a range of writing, not just progress books or SATS tasks Reading – guided reading records, range of texts, home records, tape recordings Maths – children’s work, some gaps analysis Assessment documentation Annotated planning

    30. Resources Handouts www.learningwithsouthglos.org.uk Renewed Framework Website www.nationalstrategies.standards.dcsf.gov.uk/.../primaryframework/ NAA ( ARA documentation) http://testsandexams.qcda.gov.uk/libraryAssets/media/2010_Key_stage_1_ARA.pdf APP Standards Files http://nationalstrategies.standards.dcsf.gov.uk/node/20576

    31. Where next ? Use today’s knowledge to inform your planning and differentiation At the end of term use children's work to make a best fit judgement and identify their next steps in learning ( gaps in skills, knowledge and understanding) Teach to the top! Consider doing the SATS early (e.g. in Term 3 or 4)

    32. Questions Is there anything else which you would like to ask or feel you need further support with?

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