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Assessment Workshop for Parents

Assessment Workshop for Parents. Wildmoor Heath School 27 th March 2014. Aims of the workshop . To know about statutory end of phase assessments (and the coming changes) To know about on going assessments in school To look at test materials . Why do we assess? .

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Assessment Workshop for Parents

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  1. Assessment Workshop for Parents Wildmoor Heath School 27th March 2014

  2. Aims of the workshop • To know about statutory end of phase assessments (and the coming changes) • To know about on going assessments in school • To look at test materials

  3. Why do we assess? • What skills / knowledge do they have now and what do they need to do next? (Target setting) • Have they reached their targets? (Tracking) • What do we need to do to get them there? (Interventions)

  4. How do we assess ? • Summative • Statutory assessments at end of EYFS, KS1 and KS2 • Half termly ‘tracking’ - informs intervention planning (RAP groups) • NC levels • Formative (Assessment for Learning - AfL) • During and between lessons – informing teaching and planning • AfL techniques include: • Talking (learning) partners • Effective questioning • Learning objectives and success criteria • Self and collaborative marking and feedback

  5. Statutory assessments • EYFS Profile • End of Year 1 Phonics test • End of Key Stage 1 SATs (end of Year 2) • End of Key Stage 2 SATs (end of Year 6)

  6. Foundation stage – no tests! • Children are assessed against 17 Early Learning Goals • 3Prime areas of learning & 4 specific areas: • Children assessed through observation • Learning journeys • “Development Matters”

  7. Learning journey • Photos • Incidental and narrative observations of children in their environment • Samples of children's work • Parent’s comments and observations • Children’s comments

  8. EYFS Profile • Completed in June • Teacher assessment – ‘best fit’ • Assesses against Early Learning Goals (ELGs) • Short narrative describing child’s three learning characteristics • Judged as emerging, expected or exceeding Good level of development (GLD) defined as at least expected development in prime areas and mathematics and literacy.

  9. Year 1 Phonics check (a test!) • Week beginning 16thJune 2014 • 40 words • 20 real words • 20 pseudo words e.g. spron, jound • Specifically tests decoding (AF1) NOT reading as a whole • Children that do not achieve required level in Year 1, repeat the test in Year 2

  10. End of KS1 and KS2 Assessments • Commonly known as ‘SATs’ • Tasks and Tests that the Government sets for children aged 7& 11 • Children's knowledge in English, Mathematics and Science is assessed • A mix of tests and teacher assessment depending on the Keystage and subject

  11. What is assessed?

  12. National Curriculum Levels

  13. KS1 - It’s not all about the tests! • The tests help to inform teacher assessment • One overall level for each subject reported to parents

  14. Teacher Assessment • Carried out as part of normal teaching practice • Purpose is to identify next learning steps • Reported to parents at each stage of child’s education

  15. KS1 Test / task organisation • Normal day • One to one, or in small groups • Some whole class • Children asked to do their best • Teachers explain what the children have to do • Children must work without adult help

  16. KS 1 - Level 2 Reading Task • 2a - Must be entirely accurate • 2b - Can make a mistake on 1 word in 20 • 2c - Can make a mistake on 1 word in 10

  17. KS1 - Level 2 Reading Test • Comprehension booklet • 2a in both task & test - children go on to take Level 3 test

  18. KS1 – Writing • Two writing tasks • One longer - about 45 mins – eg a recount or a story • One shorter - about 30 mins, eg an invitation or a postcard • Done on different days • Spelling test • Marks for handwriting

  19. KS1 - Maths • Teacher assessment Level 1 • Teacher assessment Level 2 or above, then take tests • Level 2 or Level 3 test

  20. KS1 – Science • Teacher assessment (no test) • 4 attainment targets • Scientific Enquiry • Life Processes & Living Things • Materials & their Properties • Physical Processes • Overall Level given

  21. KS2 – it’s more about the tests! • Used as a progress measure from KS1–2 • Children expected to make at least ‘2 Levels of progress’ from Year 2 - 6 (e.g. from Level 2 to 4) • Published (league tables) • %-age making Level 4+ in each subject • %-age achieving Level 4+ in reading, writing and mathematics combined • Allows comparison against other schools • Tests the knowledge, skills and understanding that is taught in school daily – no tricks!

  22. KS2 test organisation • National timetable spread over a week • Week beginning 12th May 2014 • Children absent during this week will take the test later • Children with SEN – reader or scribe

  23. KS2 test organisation

  24. KS2 - Writing • English spelling, punctuation and grammar (SPAG) test • SPAG test informs writing assessment • Writing –teacher assessment only (based on work done in class over time) • Moderated by local authority team

  25. KS2 - Reading • Test • Changes made for 2014 • Three different text types, no connecting theme (easiest first, hardest last) • 60 minutes to read and answer questions • Children can approach paper as they wish (i.e. read one text and answer questions before moving on to next text) • Different sorts of comprehension questions • Externally marked

  26. KS2 – Maths • Two papers – calculators can’t be used in either • Mental mathematics test

  27. Preparing for KS2 tests • Practise questions (technique) • Mock week • Revision • Intervention (booster) groups in and after school

  28. How you can help your children • Attendance every day & on time • Avoid taking holidays during term time • Enough sleep ensures they are alert & ready to learn • Attend parents evenings • Encourage positive attitudes to school & learning • Encourage them to have a go, not worry if they make a mistake

  29. Tracking • Ensures ‘no child left behind’ • Summative assessment made each half term for reading, writing and mathematics • Are they at, above or below age related expectations (ARE)? • Are they making progress (from previous July and entry to phase)? • Pupil progress meetings identify children needing extra support or challenge • Interventions planned and evaluated (RAPs)

  30. Assessment for learning (AfL) • Any practice which provides information to teachers (and pupils) about what the children need to do to improve • Allows teachers to adapt lessons ‘in action’ to better challenge and support children • Based on both academic (Black & Wiliam, 1998) & classroom based action research (Shirley Clarke, 2001-14) • Talk (learning) partners • Effective questions • Marking and feedback – highlighting and ‘closing the gap’ comments • Learning objectives and success criteria

  31. Talk (learning) Partners • Participation from all children (not just those with their hands up) • Time to think, formulate ideas and responses • Teachers ‘listen in’ and take feedback to collect information • Randomly chosen partners – mixed attainment groupings • Changed every 2 weeks • Talking partner rules established

  32. Effective questioning • Demands explanation • Promotes discussion and explanation • Reveals misconceptions and understanding • Develops critical thinking, reasoning and problem solving skills (NB. Bloom’s Taxonomy) • Gives pupils confidence in expressing their opinions • Stimulates curiosity and interest • Reinforces previous learning • Develops respect for other points of view

  33. Marking and feedback • Close to when the work is done (often during or shortly after the lesson) • Includes ‘formal’ marking, self and collaborative marking and verbal feedback • Focussed on the learning objective and success criteria • Marking highlights success and what needs to be improved • Comments help to ‘close the gap’ • Children have time to make improvements immediately

  34. Learning Objectives & Success Criteria • Children know what they are learning each lesson • Children know what success ‘looks like’ and what to do / include to be successful: • Modelling & ‘excellent’ examples • Compulsory • Optional • Marking and feedback given using LO and SC

  35. Changes for 2015-16 • New NC starts in September 2014 • Current Year 5 and 6 tested on ‘old’ curriculum – SATs used as now • Current Year 4 and below will be tested on ‘new’ curriculum when they reach Year 6 – govt. yet to announce how and which subjects • End of KS1 assessment will still be ‘teacher’ rather ‘test’

  36. Changes for 2015-16 cont. • Existing assessment framework - NC Levels (Level 4, Level 2b etc) scrapped from September 2014 - up to schools what they do! • Children will be assessed as ‘Secondary ready’, ‘KS2 ready’, ‘KS1 ready’ • Proposals that children are ranked by test score and parents told which percentile their child is in compared to school / national

  37. Over to you • What are your questions? • Chance to look at the materials

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