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Assessment Changes Meeting Assessment Changes Meeting

Assessment Changes Meeting - PowerPoint Presentation

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Assessment Changes Meeting - PPT Presentation

Thursday 15 th September 2016 Purpose Of meeting To put assessment into national context To give overview of assessments throughout the school To explain changes to school assessment system ID: 526610

children year tests assessment year children assessment tests expectations curriculum progress national depth assessments greater child group working system

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Slide1

Assessment Changes Meeting

Thursday 15

th

September 2016Slide2

Purpose Of meeting

To put assessment into national context

To give overview of assessments throughout the

school

To explain changes to school assessment system

To give opportunities for you to ask questions Slide3

Context National Changes & Guidance

Removal of old levels system – not enough breadth and depth of knowledge at each level

From September 2014 new National Curriculum

Higher expectations across board

From September 2014 schools required to choose own assessment system

September 2014 Deneholm introduces Assertive Mentoring, a nationally recognised system

From September 2015 government changed way children assessed at end of KS1 & KS2

May 2016 first cohorts [year 2 and year 6]to be assessed under new system

Rather than levels, more challenging tests that report a precise scaled score at end KS2

September 2016 schools are adapting systems to fall more in line with new expectations, now these become clearerSlide4

Statutory Assessments Overview

EYFS

Year 1 Phonic Screening Check

Year 2 Statutory Assessment Tests [SATs]

Year 2 Phonic Screening Re – Checks

Year 6 Statutory Assessment Tests [ SATs

]

Year 4 proposed tests

Year 6 proposed times tables testsSlide5

SATs – Standard Assessment Tests

SATs – SATs – compulsory national tests

Tests are standardised, consistent assessment for all pupils

Tests are measure of how much children have learned throughout ks1 then throughout ks2

Demonstrate how pupils’ knowledge, skills and understanding have developed throughout each key stage

Evidence a child’s strengths and weaknesses and precisely what they understand

KS1 Results based on teacher assessments informed by tests

KS2 Results based on teacher assessments in writing, solely on test results in Reading, Maths and GPSSlide6

Scaled Scores

Rather than levels, more challenging tests that report a more precise scaled score

Planned that 100 will always represent the national standard

Each pupil’s raw score [ actual marks they achieve] will be converted into a score on the scale, either at, above or below 100

Child who achieves ‘national standard’[score of 100] will be judged to have demonstrated sufficient knowledge in areas assessed by tests

Child awarded scaled score of 100 judged to have met national standard

Child awarded scaled score of more than 100 exceeded ‘national standard’- demonstrated higher than expected knowledge of curriculum for their age

Child awarded scaled score of less than 100 not yet met national standard and performed below expectations for their age

KS2 Greater depth = 110+

Slide7

Changes For Higher Attaining Pupils

Previous KS1 SATs aimed at children achieving levels 1 – 3[with a national expectation to achieve at least level 2B]

Previous

KS2

SATs aimed at children achieving

levels3 - 5[with

a national expectation to achieve at least level

4]

Additional level 6 tests were produced for children demonstrating higher than expected attainment, above level 5

No longer any separate tests for more able pupils

Instead each test will have scope for higher attaining pupils to show strengths in same paper, based on year 2/ year 6 curriculum

Amount of questions answered correctly, using same year group statements, will determine greater depth

Large % of questions on same paper need answering to ensure greater depth. Important can work at speed and sustain stamina.Slide8

In – School Assessments

Need to review, evolve and adapt in – school assessments in light of new assessments

Clearer of expectations since cohorts in years 2 and 6 undertook new assessments this year

Children at end of ks1 need to be secure in the year 2 curriculum

Children at end of ks2 need to be secure in the year 6 curriculum

Working towards each set of end of

ks

tests, children need to be secure in curriculum for specific year groups

No additional knowledge required to be greater depth. Need to answer questions accurately and quickly, demonstrating they are secure in concepts testedSlide9

End Of Key Stage Outcomes

Please see attached sheetSlide10

Reasons For Assessment Changes

Children initially moved from old levels to corresponding stage on assertive mentoring

Initially huge gaps in terms of where children needed to be

Now higher % of children working at age related expectations

Now in position where majority of children can make jump to work on curriculum for specific year group

Testament to success of assertive mentoring

programme. Closed many gaps.Slide11

Impact Of Assertive Mentoring

Consistent assessment

system

Accelerated progress for large number of children and gaps closed

Children have become more actively involved in assessing their work

Children clearer about how to improve their work

Children clearer about next steps

Importantly, children better able to discuss all aspects of their learning , including attitude and behaviour

Parents better informed of child’s needs, gaps and targets

Parents opportunity to be more fully involved Slide12

Changes To Assessment System

Some children progressing quickly through stages without fully understanding some fundamental

content

Pace – some children rapidly progressing but not fully embedding learning

Some children performing well in test situation but still having problems using and applying

Gaps closing for large number but still in year 6, could be wide range of stages. Slide13

Changes To Assessment System

Where teaching was to address gaps, content of what they could achieve wasn’t a focus. Gaps could vary - In next test different gaps could be identified

Now every statement is taught and evidenced, so no longer case

Even though a child might be making accelerated progress , might still not have reached the year group content by time needed to

Moderation issues – Only assessed against set criteria from their year group curriculum. Might have evidence of working at higher stage but, if not evidence of working at specific ARE, could not be classed as meeting expected standard.Slide14

Assertive Mentoring – What Stays The Same

One to one teacher & pupil

mentoring meetings

Individual Assertive Mentoring Folders

Regular

tracking of pupil

progress

Regular assessment

of pupil’s attendance, punctuality, attitude, behaviour, home-learning &

uniform

Regular reporting to parents Slide15

Year Group Expectations

Pupils will be assessed against key set of expectations specific to their year group – Age Related Expectations

The curriculum for each year group will be adapted to enable vast majority of children to access it

The curriculum will be adapted to support lower attaining children

The curriculum will be adapted to provide challenge for higher attaining children

Curriculum meetings will focus on expectations for each specific year group

Some children identified as requiring separate education plan to meet specific needs. Parents will be met with individuallySlide16

Adaption Not Differentiation

Lessons will be adapted not differentiated.

In every lesson there is a specific skills focus planned for. Expectation is that majority of children achieve this and there is evidence for this

For children who might be struggling, and to give every opportunity to achieve skills focus, each lesson has support planned in – additional adult, practical resources, context of problem

etc

For children who meet skills focus quicker, in each lesson there is a challenge to enable them to move on to learning in greater depth within area taughtSlide17

Greater Depth

DfE

wants children who are exceeding ARE to work at greater depth within their year group curriculum to add more breadth and depth to their knowledge & to have more opportunities to develop their using and applying skills more confidently

Children will learn in greater depth and apply their learning to a wide variety of situations

Instead of being accelerated through stages, children will be expected to develop a deeper understanding and an ability to apply this understanding across subjects and in different contextsSlide18

Tracking Progress

The assessment system will check what pupils have learned & whether they are on track to meet expectations specific to their year group

As year goes on in November and February, children will be assessed as working towards ARE or meeting ARE

As year goes on, when all curriculum has been covered and children have had opportunities to demonstrate this, children will be assessed as working towards ARE, meeting ARE or exceeding ARE

DfE

now want children in exceeding bracket to add more depth and breadth to their knowledge and have more opportunities to develop their using and applying skills

Children who exceed ARE

are

taught

‘At Greater Depth’

this means they are fully competent to use the key skills in their age range, independently, and at a deeper levelSlide19

Formative Assessment

Teachers will conduct on-going formative assessments of pupils’ learning

Use varied opportunities to assess against set criteria

Teachers will keep running record of children’s understanding against ARE in an assessment record

Teachers make judgement of when a child has achieved an expectation and evidence this

At regular intervals, a percentage will be calculated of expectations achieved to track progress towards targets

If a child achieves all end of year expectations before end of year they begin to work at greater depthSlide20

Summative Assessment

The year will be split into three phases: September to November, December to February, March to May/July

To make fairer judgements. judgements based on evidence from on-going formative assessments and tests. Still need to prove their understanding in a test but teacher’s evidence backs this up.

Final test at end of year , along with teacher assessments, determine if a child is :

Working towards ARE – Yet to be secure in end of year expectations

Expected / Working At ARE – Secure in the majority of end of year expectations

Exceeding/ Working Above ARE – Secure in all of end of year expectations and able to use their knowledge, skills and understanding, confidently in different contextsSlide21

Progress

Progress of all pupils is paramount

Pupil progress meetings every half term

Monitoring and evaluation by SLT – progress in books, lessons and data

Governors hold staff to account for progress

Ofsted focus on progress of pupils during inspectionsSlide22

Reporting To Parents

Progress will be monitored, tracked and parents informed on how well their child is progressing towards the end of year expectations

Regular

assertive mentoring progress sheets

Parent – teacher consultations Autumn & Spring Terms

Open Evening Summer Term

End Of Year ReportSlide23

Supporting Your Child

Regular

attendance

Curriculum meetings

Parent workshops

Boosters / interventions

Parent / teacher consultations.

Meetings can be arranged with teachers

Home-learning – new arrangements for homework

Spellings – age related

Times – tables – age related. Possible national test

Reading

Project menus

Additional websitesSlide24

Any Questions?