Assessment for ks 3 drama

1. Assessment for ks3 drama Ali Warren & Catherine Nash No Nonsense Drama

2. Who Are We? • Ali Warren • Subject Leader of Drama at Clarendon Academy in Trowbridge, Wiltshire • Teacher of BTEC Performing Arts & AQA Technical Performing Arts • Arts Award facilitator • Teaches units for Drama PGCE at Bath Spa University • Founding Fellow of the Chartered Collage of Teaching • Catherine Nash • Head of Drama at Kingswood School, Bath • Has taught AQA GCSE and A Level Drama for 15 years • Examiner & moderator for AQA GCSE Drama • Founding Fellow of the Chartered Collage of Teaching

3. Why Are We Here? 1) Drama is a serious academic discipline 2) Drama is under threat in many schools 3) In order to survive (and thrive) we must be able to provide the data required by SLT 4) This data should be meaningful 5) This is easy to do at KS4/5 but more challenging at KS3 6) We are writing a book!

4. A Disclaimer! We only have 45 minutes so, in that time, can only give you a snap shot of how we create meaningful data at KS3* *For more information look out for our book or speak to us about organising bespoke CPD in your school!!

5. What Do We Assess in KS3 Drama? Styles of performance Characterisation Creating Original Drama (Devising) Script Writing History of Theatre Improvisation Use of Techniques Staging Evaluative Skills ‘Soft Skills’ Essay Writing Performance Skills Design Skills Page to Stage/Script work Different genre

6. Astonishing Facts • KS2 – Drama comes under the National Curriculum • KS4/5 – Drama assessment covered by exam board criteria • There is no approved up to date method • of assessing students in Drama at KS3; the last serious attempt was 2002!

7. WhyDo We Assess in KS3 Drama? • To create meaningful data to share with SLT/parents • So the students know where they are; after all they are now used to this system • To prove progress at KS3 • To prove our worth in the current education climate • To help students make suitable choices at KS4 • To help parents allow their children to make suitable choices at KS4 • To prepare our students for the academic demands of future Drama courses – GCSE, A Level, BTEC – and beyond!

8. HowDo We Assess in KS3 Drama? Creating • Performing • Evaluating

9. Marking a Performance Video Clip – KS3 Drama at Kingswood School

10. Marking a Performance Pick a number, any number? Tempting, but not realistic and certainly not meaningful! Use our Dramatic intuition, the ‘gut feeling’? The ‘go to’ assessment tool of the busy Drama teacher but we can’t prove these results to anyone else Look at what we gave them last time and give them one level up? This will show progress but is unreliable and therefore not meaningful

11. Marking a Performance Put them in a rank order? This can be a really useful part of assessment but there still needs to be a common standard Give them a level based on the Arts in Schools criteria? Again, a useful starting point but we have found that these descriptions are not detailed enough to be effective Create our own ‘indicative content’? Well, now you mention it, here’s one we made earlier…..!.

12. Year 7 Baseline Assessment – Tableaux • Assessment Area: Performing

13. Using the Indicative Content Assessment Grids • Using the criteria give each student a mark out of 3 for each of the 4 assessment criteria e.g. Bobster gets 2, 1, 3, 2 2+1+3+2 =8 out of possible 12 8/4 = 2 For this baseline assessment Bobster gets a level ‘2’ • Total the 4 marks together • Divide the total by 4 to get an average level* *If, like Catherine’s school, you require percentages rather than just a level simply add a column with numbers for each level and award each student a mark for each (use the AQA rule of thumb – a student directly meeting all the criteria in the box gets a mark halfway between the top and bottom marks for that criteria). Add those 4 marks together and calculate a percentage

14. Year 7 - GROUNDWORK 1/QUEEN NAFFYTUTU • Assessment Area: Creating

15. Marking the Evaluation Process • Some points to consider • Assessing self evaluation & peer evaluation • Keeping evidence of verbal responses • Short & spontaneous v long more considered responses • Using books or worksheets • Whatever the method this can still be marked using indicative • content mark schemes

16. How The Mark Schemes Work • You will be able to be create a simple equation over the course of a year to come up with an accurate level across the three strands of Creating, Performing and Evaluating • These marks are based on potential Year 7 marks; you would be expecting results in the region of Level 3/4 to make appropriate progress.

17. Using the Data The data you have generated could be used to: • Reassure SLT that pupils are learning and making progress in Drama • Demonstrate to parents whether or not their child has the potential to • study Drama at KS4 and beyond • Make level predictions for KS4 • Inform your own teaching practice • Guide students to making progress in specific areas of their work

18. If We Had More Time….. • Other Ways of Assessing Knowledge and Understanding in KS3 Drama Written work Efficient Marking Methods Open questioning Knowledge Organisers Tests and Quizzes Pupil created indicative content Self Assessment Peer Assessment Quick Fire Questioning Feedback responses

19. No Nonsense Drama Support • No Nonsense support for Drama teachers at all Key Stages • Bespoke In School Workshops and CPD for Drama teachers • Workshops for students • Email us NoNonsenseDrama@gmail.com

20. No nonsense support for drama teachers Ali Warren & Catherine Nash NoNonsenseDrama@gmail.com