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The Framework for the day

The Framework for the day. Session 1 – The background and theory and story of P Scales Session 2 - Moderation and Levelling Session 3 – Using neutral materials Session 4 – Testing your own judgements. The National Context. SEN progression Materials

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The Framework for the day

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  1. The Framework for the day Session 1 – The background and theory and story of P Scales Session 2 - Moderation and Levelling Session 3 – Using neutral materials Session 4 – Testing your own judgements

  2. The National Context • SEN progression Materials • Data collection • Rose • Bercow • Lamb • Ofsted • Raising Barriers to Achievement

  3. Removing Barriers to Achievement: A Strategy for SEN ‘promote and extend the use of P scales….help schools assess the progress …pupils working towards level 1 of the national Curriculum’ • Minor revisions, including separating the strands for speaking and listening and reviewing the perceived gap between P8 and Level 1. • Promote greater and more effective use of the P Scales by producing moderation materials. • Produce guidance for schools to support these changes. • P Scales are part of the national data collection exercise from schools.”

  4. Our Focus Assessment / Moderation / Levelling the use of the P scales within the ‘bigger picture’

  5. FAQS about P Scales • The true / false tool

  6. P scales • broad descriptors of attainment below NC level 1 • track progress towards NC level 1 • one tool within planning, teaching and learning, assessment + reporting process • framework for summative assessment • data for use as part of target setting + whole school improvement process (Teachers TV Intro)( P Scales Video)

  7. Assessment at different levels • Pupil • Cohort • School • LEA • Wider view • Basic Principles

  8. Inclusive Assessment Process • Demonstrates progress and attainment across the pupil population • Links National Curriculum, Literacy and Numeracy strategies • Supports target setting • Demonstrates ‘value-added’ • Informs parents

  9. Assessment & inclusion issues • Entitlement for achievements + progress of all pupils to be recognised • Highlights appropriateness of whole curriculum and informs access for pupils working towards NC level 1 • Assessment tools that support the inclusion of pupils in any school setting

  10. Purpose of Assessment • oflearning – summative assessment • for learning – formative assessment

  11. Assessment for Learning • Be part of effective planning & teaching • Focus on how students learn • Central to classroom practice • Promote learning goals • Involve learners in the process • Recognise the achievements of all learners

  12. Teacher Assessment Formative - • acknowledges strengths, needs, preferred learning styles ,interests and efforts of pupils • Informs planning on an ongoing basis Summative - • demonstrates the attainments and progression of all pupils

  13. OfSTED Teachers can support pupils’ review of learning by enabling them to answer the following questions: • How well am I doing? • How well should I be doing? • What more should I aim to do? • What must I do to make progress and meet targets set? • How do I know if the additional provision has been effective? (page 18)

  14. P scales levels P1 – P3: earliest levels of general attainment (Generic) levels P4 –P8: subject-related attainment Revised 2007 - Reissued 2008 P scale data collection RAISE On Line

  15. Making judgements • ‘best fit’ • rounded

  16. A framework for recognising attainment • Encounter • Awareness • Attention and response • Engagement • Participation • Involvement • Gaining skills and understanding

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