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Area Network Day Autumn 2008 Session 2 - APP and Writing

Area Network Day Autumn 2008 Session 2 - APP and Writing. Aims. To clarify the process of making a level judgement in writing To consider implications when introducing and securely implementing APP in writing in your schools

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Area Network Day Autumn 2008 Session 2 - APP and Writing

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  1. Area Network DayAutumn 2008Session 2 - APP and Writing

  2. Aims • To clarify the process of making a level judgement in writing • To consider implications when introducing and securely implementing APP in writing in your schools • To moderate own samples of writing matching them against standardised examples

  3. Writing: making a level judgement • Use these steps to formalise your assessments of pupils' writing into level judgements. • You will need: • evidence of the pupil's writing that shows most independence, • for example from a range of subjects, outside of direct literacy • teaching • other evidence about the pupil as a writer, for example notes • on plans, the pupil's own reflections, your own recollections of • classroom interactions • a copy of the assessment guidelines for the level borderline • that is your starting point.

  4. Step 1 Making best fit judgements Draw on what you know about the pupil's writing to decide whether it best fits the criteria for the lower level or higher level within each AF on the guidelines. A best fit does not mean that the pupil fulfils every aspect of the criteria for an AF. • If you find you cannot make a judgement in any AF, enter a tick ( ) in the box for 'insufficient evidence' (IE). Recording insufficient evidence has implications for planning. • If there is some evidence, but not in your judgement enough to warrant highlighting of any of the criteria, tick () the below the level (BL) box for the AF. • When you are confident which criteria are the best fit, highlight them.

  5. Step 2 Work through the AFs Start with AF5, followed by AF6. Look through the work to decide whether it is best described as meeting the criteria for the lower level or higher level within AF5 and AF6 on the guidelines sheet. Then, decide whether what you know about the pupil's writing best fits the criteria above or below the line. Enter a tick () in the box that relates most closely to the pupil's writing in AF5 and AF6. Now repeat the process for the following pairs of assessment focuses: • AF3 followed by AF4 • AF1 and AF2 • AF7 and AF8. For levels 2 and 3 make a judgement for handwriting.

  6. Step 3 Making an overall level judgement For level 2: • three of AF6, AF5, AF1 and AF2 • two of AF7, AF8 and handwriting. For all other levels: • four out of AFs 1 to 6. Use the judgement you have made in AF7 and AF8 to help confirm your overall judgement

  7. Step 4 Refining your judgement Look across the AFs and decide whether the level is Low, Secure or High: • Low, if there is highlighting above and below the line or the evidence is thin • Secure, if across the AFs, the criteria for the level are mostly highlighted • High, if across the AFs, all criteria for the level are highlighted. • Enter a tick () in the box that relates most closely to the pupil's writing overall.

  8. Moderation Using the Making a Judgement flow chart, work with colleagues to look at the writing samples you have brought with you. Compare with the Writing Standards Files Are there any queries/questions? How would/did you manage this moderation process in your school?

  9. Plenary • Extract from guidance paper. Assessing Pupils’ Progress This is available to download from the Standards Site

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