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Assessing pupils’ progress in science (APP) Bexley Science Key Stage 3 Coordinators

Assessing pupils’ progress in science (APP) Bexley Science Key Stage 3 Coordinators. Assessment: ways of looking. GEORGE BERNARD / SCIENCE PHOTO LIBRARY. DAN SAMS / SCIENCE PHOTO LIBRARY. TONY CRADDOCK / SCIENCE PHOTO LIBRARY. Close up. Standing back. Public view. Day-to-day. Periodic.

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Assessing pupils’ progress in science (APP) Bexley Science Key Stage 3 Coordinators

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  1. Assessing pupils’ progress in science(APP) Bexley Science Key Stage 3 Coordinators

  2. Assessment: ways of looking GEORGE BERNARD / SCIENCE PHOTO LIBRARY DAN SAMS / SCIENCE PHOTO LIBRARY TONY CRADDOCK / SCIENCE PHOTO LIBRARY Close up Standing back Public view

  3. Day-to-day Periodic Transitional Close up GEORGE BERNARD / SCIENCE PHOTO LIBRARY Standing back DAN SAMS / SCIENCE PHOTO LIBRARY Public view TONY CRADDOCK / SCIENCE PHOTO LIBRARY

  4. Keyfeatures Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Day-to-day Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Periodic Formal recognition of achievement Reported to parents/carers and next teacher/school May use moderated and validated tests/tasks Transitional

  5. The Assessment for Learning Strategy Every child knows how they are doing, and understands what they need to do to improve and how to get there. They get the support they need to be motivated, independent learners on an ambitious trajectory of improvement. Every teacher is equipped to make well-founded judgements about pupils’ attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential.

  6. The Assessment for Learning Strategy Every school has in place structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils, and for tracking their progress. Every parent and carer knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers.

  7. APP materials Assessment Grid Assessment Guidelines Standards File Standards Files Standards File Standards File Standards File Standards File Assessment Grid Assessment Grid APP Handbook Provides all of the practical guidance that departments will need to develop and embed APP in science. The Standards Files are exemplifications of national standards. These will help you reach consistent and reliable judgements about national curriculum levels in science. These are the 5 How science works assessment focuses (AFs) covering levels 3–8.There are assessment criteria for each AF, at each level. APP Senior leader Guidance

  8. Key Messages APP is designed to: empower teachers to use their everyday classroom activities to give more meaningful feedback to learners; analyse by assessment focus the relative strengths and weaknesses of each pupil; use this information to set curricular targets (e.g. accurate placing of force arrows for pairs of forces in gravity contexts) to strengthen pupils’ learning and inform future teaching; engage teachers and learners in all year groups at KS3 in periodic assessment to raise attainment.

  9. APP is not: to replace all other forms of assessment; independent of other assessment processes; a portfolio per pupil; a test completed at regular intervals.

  10. Review of criterion referenced periodic assessment process • 7 steps in ‘Assessing pupils’ progress in secondary science at Key Stage 3 – Teachers Handbook’ from page 6+

  11. Making use of the Framework and APP criterion • http://nationalstrategies.standards.dcsf.gov.uk/secondary/secondaryframeworks/scienceframework Go to Learning objectives for: • Yearly Learning Objectives (YLOs) • YLOs amplified – detailed examples • Associated assessment criteria link • Learning journey suggestions • Typical barriers to understanding and doing pupils bring from life experience to date • Diagrammatic Pathway for that topic

  12. Planning for the implementation of the APP practice in your department What are you going to do now? How are you going to introduce this process into your science department? Which teachers and which groups? What actions? How will you evaluate the practice and impact?

  13. Plenary Consider the next steps for you, the department and the school. What support will be needed for this? What are the CPD needs of the department and how can these be met?

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