24 th February 2015 Assessment after Levels Stealing hubcaps Big ideas Study fewer things in greater depth so a deeper understanding of central concepts and ideas can be developed Assessment should focus on that ID: 688771
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Slide1
Dubai Lead Meet
Rachael Edgar
24
th
February 2015
Assessment after Levels“Stealing hubcaps!”Slide2
Big ideas?
“Study fewer things in greater depth, so a deeper understanding of central concepts and ideas can be developed. Assessment should focus on that”
Tim Oates
Year
Term
TopicCore knowledgeCore skills71
2
3
Curriculum matters! Debate it!Slide3
Cultural literacy is strongly correlated with academic achievement
Massachusetts
Miracle
!
Ed Hirsch- Matthew effect
Cultural literacy is strongly correlated with academic achievementBreadth of knowledge is the single factor within human control that contributes most to academic achievement and general cognitive competence Slide4
Blocking V InterleavingSlide5
(
9 Gifts!Slide6
Possible whole school assessment model- English
Dept
exampleSlide7
Threshold
GCSE New
Level
GCSE currentGeneric marking
criteriaLevel of learningDeveloping1-33-4
D-GLimited conceptual understanding. Students are beginning to develop ideas but this is incoherent to the task.SURFACE
E
mbedding
4-5
4-5
B-CSingle idea. Recall and reproduction. Students are embedding their ideas and understanding, though this may be disconnected.Secure6-75-6
A-B
Many ideas. Can apply skills and concepts. Students
are securing more knowledge and show an understanding of several key ideas DEEPConfident
7-8
6-7
A
Can link and relate ideas. Uses strategies for thinking and reasoning. Students are
confident
with subject knowledge and are able to link and integrate ideas which show a coherent understanding of the whole.
+Excellence
8-9
7+
A*
Can extend and apply ideas. Extended thinking. Students are
excelling
and going beyond their current
line of study and are able to rethink their ideas and understanding and approach or apply in a new way.
Possible whole school assessment model- History
Dept
exampleSlide8
Threshold
Threshold knowledge
Threshold skill
Excellence +
ConfidentSecure
EmbeddingDevelopingWithin a unit of work (half termly),
what is expected, in terms of knowledge and skills, at each of the
five thresholds
? This, when used with student baseline thresholds, allows teachers to plan for progression within their teaching – with the aim being that all students are aspiring towards
excellence. Students know what they need to do to improve.
Assessment:
Clear progression and feedbackSlide9
Exceptional progress
Good progress
Expected progress
Making less than expected progress
+2
Baseline +1 0-1
Using the thresholds for each assessment, where is the student relative to their baseline threshold?
In terms of tracking progress and reporting to parents we can look at how students are performing, relative to their baseline threshold:
Working below their baseline threshold–
Making less than expected progress
Working towards the lower end of their baseline threshold – Making expected progress
Working towards the top end of their baseline threshold – Making good progress
Working above their baseline threshold or at the top of or beyond the excellence threshold – Making exceptional progress.
Allocate students a baseline using Midyis/CATs.Report to parents only sharing progress in each subject against the baseline, remove gradings from reports/ student work? Debate worth having?
Reporting progress 1-DHS modelSlide10
Reporting progress 2- Canon’s modelSlide11
Does our curriculum allow for
spaced retrieval
and interleaving practice?What are the ‘big ideas’
we want to assess? Knowledge and skillsWhat is our assessment constitution?
How will we assess? How does this fit in with a whole school model? Have we got task specific mark schemes for key pieces of work? Formative comments only on key pieces of work? Break culture of ‘I’m a 6a’.Build in time for students to respond to feedback- D.I.R.TDo we have ‘real work’ progress files- ‘benchmarks of brilliance’- compare with schools in similar contexts?Have we done a pilot of our assessment model?
Questions so far?Should we set targets for end of KS3? Against growth mind set?Should we link thresholds to future GCSE grades?Should we remove grading from student’s work? Report to parents with a RAG rating only? How would we build progression within thresholds? ‘Embedding’ in Year 8 should be more challenging than ‘Embedding’ in Year 7?How would we quality assure across different subjects? i.e. how so we ensure ‘Confident’ in English is as rigourous/challenging as ‘Confident’ in Maths?
Checklist for Schools/
Depts