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Assessing Pupil Progress

Assessing Pupil Progress. Moderating maths. Objectives. To have the opportunity to assess a pupil’s NC attainment level in maths using the APP materials.

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Assessing Pupil Progress

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  1. Assessing Pupil Progress Moderating maths

  2. Objectives To have the opportunity to assess a pupil’s NC attainment level in maths using the APP materials. To become more familiar with the materials and process of APP, and to make decisions about what needs to be in place for APP to be effective.

  3. Assessment is integral to effective teaching and learning Assessment systems must be fit for purpose National standards are an entitlement for learners, teachers and schools National standards are integral to national expectations of education QCA – Principles of Assessment

  4. The APP process

  5. Making judgements • Collects together: • children's work • any other evidence • assessment guidance materials • standards files Identify borderline for attainment target Look through the work for each AF until confident with the criteria that are ‘best fit’ Highlight applicable AF criteria and tick the level related box for each Make an overall level judgement

  6. The APP process - mathematics Resources - collection of evidence from a pupil in your school - mathematics training standards file – Darren - assessment guidelines - flow chart

  7. Task Look at the range of evidence for mathematics for the pupil you have chosen. If not already done, complete the APP guideline for this child and using the flow chart, determine the overall level. Discuss your judgements with colleagues on your table to check consistency of judgements. Moderate the level where necessary.

  8. Discussion Collect together the key issues about the process from you tables. Strengths/weaknesses/so what?

  9. Providing evidence for a periodic review Effective planning from the National Curriculum and the Primary Framework lays the foundation for the APP approach to assessment. ‘less is more’. For APP, sampling of work should pinpoint what is most significant for the pupil. It is not a portfolio of all the pupil has done. effective evidence draws on different contexts. This helps to demonstrate how the standard of pupils’ work is maintained or varies in different situations with different degrees of support effective evidence comes from different types of assessment: spoken, written, extended work, notes and jottings as well as from teacher observations and conversations with the pupil.

  10. Impacting on teaching and learning Assessment of ongoing work Identify AFs where there is insufficient evidence Identify AFs where children have under-performed Modify planning to secure a fuller evidence base Modify planning to focus on core aspects of learning associated with underperformance

  11. Discussion What will your school need to have in place for maths, to be in a good position to use APP effectively?

  12. ‘You can do AfL without doing APP, but you can’t do APP without doing AfL’

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