Unpacking the Primary system to Enhance the Continuum of Provision at 2 nd Level

1. Unpacking the Primary system to Enhance the Continuum of Provision at 2nd Level

2. Overview of Presentation

3. Principles of the Primary Curriculum • The child is an active agent in the learning process • The developmental nature of learning • The child’s knowledge and experience as a base for learning • Environmental based learning • Learning through guided activity and discovery • Learning through language • The integration of learning • Collaborative learning • Individual differences

4. Rationale Assessment “… gathering, recording, interpreting, using and communicating information” Assessment in the Primary School (Draft), NCCA, 2007

5. Re-envisioning Assessment AssessmentofLearning AssessmentforLearning

6. Both can inform teaching and learning

7. What is a Standardised Test? • contains standardised test procedures which cover • administration • scoring • and interpretation of its results. • In practice, the term “standardised test” is most often applied to assessments that • contain objectively scored items • that are produced commercially • and that are norm-referenced Supporting Assessment in Schools, NCCA, 2005

8. Purpose of Standardised Testing Inform Teaching and Learning

9. How do we ‘tame’ data?

10. Standardised Test Vocabulary • Raw Scores • Standard Score • Sten • Percentiles Class based scores Age based scores

11. BELL CURVE OF NORMAL DISTRIBUTION STEN 8 -10 High / Above average STEN 4 - 7 Average STEN 1 - 3 Low / Below average Raw Scores are converted through conversion tables

12. Tests Available • MICRA-T • Drumcondra Primary Reading Test • SIGMA-T • Drumcondra Primary Mathematics Test

13. We should exercise caution when looking at a child’s performance in a standardised test! We should exercise caution in what we report back and how we report it!

14. Key message The interpretation of standardised test results is most beneficial when it enhances teaching and learning

15. Assessment for Learning: Getting closer to the reality of the child’s learning

16. Assessment for Learning: • Building learning around the child’s experiences

17. Assessment for Learning: • Planning for the learning process Children's use of language Teacher's use of language Well planned practical activities

18. Assessment for Learning: • Teamwork approach to learning: • SEN team • EAL and Learning Support • In-class support

19. Recent initiatives in promoting Oral Language & Maths in DEIS schools: • Whole school Approach to Oral Language • First Steps for Literacy • Ready Steady Go Maths • DEIS Cuiditheoir

20. First Steps Literacy Programme • First Steps Literacy Programme is a resource which helps teachers and schools achieve the literacy goals and objectives they have planned for their children • First Steps links assessment to teaching and offers practical support for teachers in their classrooms

21. Support of the DEIS Cuiditheoir • Offer sustained support to schools • Assist schools in identifying needs in literacy and numeracy • Offer one-to-one classroom based support to teachers • Model lessons/ Presents at staff meetings/Evening Workshops • Facilitate regular review of targets

22. What is happening in DEIS classrooms • Teacher modelling reading, writing and problem solving every day • ‘Thinking aloud’- cognitive thought processes • Modelling of particular strategies • Learning is well planned

23. Whole School Approach: Print-rich environment

24. Whole School Approach: Modelling Writing- teacher editing Modelled Writing- teaching editing

25. Living Charts

26. Report Recount Sharks Persuasive A Visit to the Farm Writing for Different Purposes Ball Playing in the Park Narrative Procedure There once was a… Recipe / Experiment/ Instructions Explanation How a Volcano Erupts

27. Review of Presentation

28. First year Observations

29. The Process of Transition Open night for parent Information booklets/leaflets Information transfer with primary schools Induction day Yearhead, class tutor, guidance counsellor Taster programme for option subjects Other suggestions?

30. Key supports • Learning support • Study skills programme • Homework club • Strong anti-bullying policy • Information to parents on available support structures

31. Moving up NCCA 2004 From the perspective of the post-primary school, it is important that subject teachers understand the teaching and learning approaches that characterise students experiences in primary school When post-primary teachers are familiar with the primary school curriculum they can help students to make connections with and build on the learning that has taken place in primary school

32. NCCA review • Address overload and overlap • Cut back on content • Improve practical orientation and skill base • Place greater emphasis on assessment for learning • Develop a greater variety of assessment elements

33. CASTLETROY COLLEGE THE LEARNING SCHOOL PROJECT ASSESSMENT FOR LEARNING (AFL)

34. WHY AFL? “If a child can’t learn the way we teach maybe we should teach the way they can learn” Ignacio ‘Nacho’ Estrada

35. Some samples from the AFL menu • Target Setting Give the learning outcome at the start of the class • Peer Evaluation Mutual feedback by students re success criteria of work • Written Feedback Comment only marking, what was good, what can be improved and how the student can improve that • Questioning Wait time and no hands up, no volunteering

36. The project involved four First Year English classes and two Transition Year English classes, totalling approximately 150 students. The team included six teachers of English, as well as the two project co-ordinators.

37. Lesson objectives at start of class on the board “The teacher spoke about it during the whole class and gave examples…. he talked about it more and we have a lot of time to think about it before we get home” (First Year Female Student)

38. Comment only feedback “When you get the grades [only] you don’t know what you did wrong, with the comment they [teachers] tell you what points to improve on and what you did wrong.” (First Year Female Student)

39. Pair Work “I liked having my friends correct my work because you’d concentrate more on what your friends say.” (First Year Male Student)

40. Pair Work “There is greater peer to peer student interaction rather than a teacher to individual student interaction and they constantly state that they learn better from exchanging ideas with one another.” (First Year Teacher)

41. Pair Work “It was fun…it wasn’t boring English.” (First Year Female Student)

42. Group Work “There is a very good class spirit…some of this class spirit has developed out of teaching strategies used from the AFL menu, i.e. the majority of individuals in the class have benefited from group and pair work exchanges” (First Year Teacher)

43. Group Work “One student in particular, who I have trouble integrating into the class, is contributing a lot to the group and, indeed, has surprised me somewhat in terms of ability.” (First Year Teacher)

44. AFL Overall “Use of AFL makes for a lot more work from a correcting perspective and class preparation and notes reflecting on the lesson. Nevertheless it removes the pressures and fatigue of the teacher who is constantly teaching and talking to ciphers who simply receive information.” (First Year Teacher)