Creating an Assessment for the NAR – Our Experience

1. Creating an Assessment for the NAR – Our Experience Earlston High School Scottish Borders

2. say write make do Building the Curriculum 5 Key Messages… • Learner engagementin assessment is crucial. • Teachers need to use many approachesto assessment. • Assessment should focus on breadth, challenge and application. • Evidence of learners’ progress can be gathered across the four contexts for learning. • Professional dialogueis central to agreeing standards. • Assessments should be reliable, valid and proportionate.

3. The Learner Planning together for learning, teaching and assessment Principles and Practice Experiences and Outcomes Evaluate Learning Collaborative approaches to evaluate the evidence of learning Learning Intentions Standards and expectations for planned learning Success Criteria Clear, relevant and measureable definitions of success. Learners involved in creating them. In pupil language. NAR Flowchart Ensureevidence reflectsLearning Intentions Refer to ‘Using the NAR Flow Chart – Step by Step Instructions’ guidance notes Assessment Approaches Assess: Progress. Assess: Breadth, challenge, application Learning Experiences Rich activities planned to take account of the Es and Os and the design principles Ensureassessment approaches are built on success criteria Evidence A range of appropriate evidence Feedback and next steps should relate directly to success criteriaand consider progress, breadth, challenge and application Professionalreflection should build upon moderation discussions Feedback and Next Steps Reporting on Progress Reporting to learners, parents and others

5. S2 Prior Learning at Level 3 • Area • 3D Shape • Nets • Volume • Weight • Capacity

6. Experiences and Outcomes MTH 4-11b:Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems. LIT 4-02a:When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking.

10. Learning Experience: A collaborative learning experience where pupils investigate possible containers for fruit juices in 500ml quantities, explore ways to make the most efficient use of materials and present their findings and conclusions.

11. Experiences and Outcomes MTH 4-11b:Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems. LIT 4-02a: When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking.

12. Learning Intention: Through investigation, we are learning how to work together to solve a real-life problem involving surface area and volume.

13. Success Criteria: • I can use appropriate formulae to accurately • calculate the surface area of a cube/cuboid. • I can carry out the necessary calculations to • solve a real-life problem involving surface • area and volume. • I can be effective in a group discussion.

14. How can I be effective in a group discussion?

15. Success Criteria: • I can contribute relevantly to the discussion. • I can remain focused throughout the discussion. • I can engage with and encourage others by using • positive body language and eye contact. • I can discuss issues in a positive way even when I • disagree with comments made.

18. say make do write Evidence of Learning To Evaluate

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26. What Teachers Observed From The Evidence

27. Evidence for Learner 3 • Learner 3 Group Poster • Learner 3 Group Assessment Sheet for Poster • Learner 3 Peer-Assessment Sheet for Poster (1) • Learner 3 Peer-Assessment Sheet for Poster (2) • Learner 3 Teacher Review Sheet 1 (Poster) • Learner 3 Learning Log • Learner 3 Video (Questioning) • Learner 3 Teacher Review Sheet 2 (Questioning) • Learner 3 Literacy Evaluation • Learner 3 Glow Blog • Learner 3 Learning Log (Updated)

28. Evidence for Learner 2 • Learner 2 Group Poster • Learner 2 Group Assessment Sheet for Poster • Learner 2 Peer-Assessment Sheet for Poster (1) • Learner 2 Peer-Assessment Sheet for Poster (2) • Learner 2 Teacher Review Sheet 1 (Poster) • Learner 2 Learning Log • Learner 2 Video (Questioning) • Learner 2 Teacher Review Sheet 2 (Questioning) • Learner 2 Literacy Evaluation • Learner 2 Glow Blog • Learner 2 Learning Log (Updated)

29. Evidence for Learner 1 • Learner 1 Group Poster • Learner 1 Group Assessment Sheet for Poster • Learner 1 Peer-Assessment Sheet for Poster (1) • Learner 1 Peer-Assessment Sheet for Poster (2) • Learner 1 Teacher Review Sheet 1 (Poster) • Learner 1 Learning Log • Learner 1 Video (Questioning) • Learner 1 Teacher Review Sheet 2 (Questioning) • Learner 1 Literacy Evaluation • Learner 1 Glow Blog • Learner 1 Learning Log (Updated)

30. Moderation • Moderation took place at all stages • of the process and involved all staff. • By setting the standard, the Dept. • achieved a shared understanding • of the quality of the learners’ work.

31. Feedback & Next Steps In Learning

32. Reporting On Progress

33. Teacher Reflections • Differentiation • Methods of Assessment • Success Criteria • Weaknesses in Learners • Review Sheets • Teacher Review Sheet For Whole Class (Questioning) • Staff Evaluation

42. Contact Details gmeikle@scotborders.gov.uk khiggin@scotborders.gov.uk