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Assessment for Learning (AfL). ‘The important thing is not that every child is taught but that is given the wish to learn.’ John Lubbock 1832. WALT. U nderstand how assessment works in key stage 1. D evelop understanding of the language of AfL .
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Assessment for Learning (AfL) ‘The important thing is not that every child is taught but that is given the wish to learn.’ John Lubbock 1832
WALT Understand how assessment works in key stage 1. Develop understanding of the language of AfL. Know the expected levels of attainment in Key Stage 1.
The Big Picture The two main forms of assessment are formative and summative. SUMMATIVE determines what has been learnt. FORMATIVE furthers the learning on a day to day basis. Both have a place in schools.
Summative Assessment • Summative assessments are externally moderated in Years 2 and 6. • In all other year groups these assessments are moderated internally.
Teacher Assessment Carried out as part of normal teaching practice. Evidence is taken across a range of pieces of work. Purpose to identify next learning steps.
KS1 SATs The tests will help to inform the teacher assessment. 1 overall level for each subject reported to parents.
KS1 Test/ task organisation Normal day – activities are kept ‘low key’ 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 teacher help
KS 1 - Reading Task Children are asked to read a Level 1, 2 or 3 book as appropriate. The teacher will keep a running record of fluency, expression and accuracy.
KS1 - Reading Test • Comprehension booklet Level 2 or 3 as appropriate. • Year 1 – Phonics screening check
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 Externally moderated
KS1 - Maths Teacher assessment Level 1 Level 2 or level 3 test
KS1 – Science • All Teacher assessment • 4 attainment targets: • Scientific Enquiry • Life Processes & Living Things • Materials & their Properties • Physical Processes • Overall Level given
Active involvement of the learner What does assessment look like in the classroom?
Strategies School: Clear learning objectives – WALT or LI Clear success criteria Talking partners. Open questioning with appropriate wait time. Opportunities for self and peer evaluation, e.g. thumb tool, green – go, , Success criteria review, marking ladder, reviewing targets. Positive and constructive feedback, relevant to the WALT or LI e.g. what the child has done well , next step comments.
Levels • In Primary Schools children’s work is levelled using a set of criteria. • Children are generally working between levels 1 – 3, depending on age and ability. • The numbers of levels do not correspond to the year groups e.g. a child in year 4 could be working at level 3. • Year 1 children may still be assessed using EYFS criteria.
NOFAN • Never • Occasionally • Frequently • Always • Naturally
Progress • Alongside a child's level of attainment we are also closely monitoring the amount of progress they make each term. • Those children who are not making expected progress are quickly identified by the class teacher or the assessment coordinators and are given the support they need to close the gap.
