2 What is assessment A Life without Levels Assessment at NAISAK Questioning Marking Observations Dialogue Testing 3 Who needs to know what A Life without Levels Assessment at NAISAK Student ID: 613145
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Slide1
A life without levels: Assessment in 2016-2017Slide2
2What is assessment?
A Life without Levels | Assessment at NAISAK
Questioning
MarkingObservations
Dialogue
TestingSlide3
3Who needs to know what?
A Life without Levels | Assessment at NAISAK
Student
What do I know?What do I need to know?What do I need to do to get better?TeacherWhat students know?
What do the students need to know?How can I help them?ParentWhat is my child
good at?What do they need to improve?How can I support them at home?Slide4
4Why the change?
A Life without Levels | Assessment at NAISAK
“Levels have detracted from real feedback and schools have found it difficult to apply them consistently – the criteria are ambiguous and require teachers to decide how to weight a huge array of factors… It will be for schools to decide how they assess pupils’ progress.”
DfE (2013)In 2013, the UK Department for Education initiated a review into assessment in UK schools.
From their review they found that assessment using National Curriculum (NC) levels was creating gaps in student’s acquisition of the required skills and knowledge needed for their age as teachers looked for students to cross level thresholds.
From the review the introduction of a new National Curriculum was introduced in 2014 and schools were no longer to assess using NC levels from 2015. Slide5
5Nord Anglia Education
A Life without Levels | Assessment at NAISAK
Nord Anglia Education brought together teachers and leaders from across the family of schools to decide how the British curriculum schools would move forward with assessment.
They decided that all British international schools in the group would create their own assessment system based around age expectation as the UK schools have done.They advised on a number of elements to support schools:
Each subject should look to identify 20 statements per year group related to key skills and knowledge that students in that year group should be assessed against.
Students should be assessed on a four point scale.Slide6
6What’s going on at NAISAK?
A Life without Levels | Assessment at NAISAK
The
new UK National Curriculum (NC) was introduced in NAISAK in September
2015 in Years 1 – 6.
Primary teachers at NAISAK were given 12 months to establish this into classrooms before the introduction of a tailor-made assessment system was introduced.
The new assessment system no longer uses NC levels,
but instead assess students against age expectations on a four point scale:
Beginning
Developing
Meeting
Exceeding
The subjects assessed this way are Writing, Reading, Numeracy, Science and IPC.Slide7
7How was this designed at NAISAK?
A Life without Levels | Assessment at NAISAK
There has been a very open process involving all teachers in the Primary Stage.
Members of the Primary Leadership Team designed the initial statements for each subject, these were then shared with teachers a number of times with amendments being made until the final statements were agreed upon.
As with any change, we will reflect on the success of the first term as we look to constantly improve the way we assess our students.
At NAISAK we have called the subject statements FLOs, which stands for
F
undamental
L
earning
O
bjectives.Slide8
8A Life without Levels | Assessment at NAISAK
National Association of Head Teachers (NAHT) Key Performance Indicators (KPIs
)
Ros Wilson’s Standards for Writing Assessment
Hamilton Trust Grammar scheme of work
New British National Curriculum
Creating the FLOs
Where did they come from?Slide9
9A Life without Levels | Assessment at NAISAK
Average Year 3 child
Use paragraphs
Use expanded noun phrasesUse powerful verbsBegin to use adverbsUse pronounsUse a wide range of conjunctionsUse the correct verb tenseUse inverted commas to indicate speechUse a range of punctuation
Why?
Age related expectationsSlide10
10A Life without Levels | Assessment at NAISAK
Planning and drafting
Editing
Vocabulary Grammar PunctuationWriting FLOs
How are they organised?Slide11
115 December 2016 | A Life Without Levels
The
‘what am I going to do’
Discussion of writing – say before you writeOral rehearsal and composition of sentence Organisation of writing Understanding of common features
The importance of the assessment areasPlanningSlide12
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The
‘evaluative process’
Proof reading Self correcting Peer and self assessmentThe importance of the assessment areas
EditingSlide13
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The
‘main course of writing’
Understanding and use of different word types Selecting vocabulary for a particular purposeThe importance of the assessment areasVocabularySlide14
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The ‘tools of written language’
Conjunctions
Pronouns Verb tensesThe importance of the assessment areas
GrammarSlide15
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The ‘sentence road signs’
Sentence punctuation
Speech Commas Apostrophes The importance of the assessment areas
PunctuationSlide16
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Creation
Shared with staff
PlanningLessonsTargetsAssessments ReportsApplication of FLOsThe Journey of a FLOSlide17
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FLO Journey
PlanningSlide18
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FLO Journey
LessonsSlide19
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FLO Journey
TargetsSlide20
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FLO Journey
AssessmentSlide21
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Reading
A Life without Levels | Assessment at NAISAKSlide22
FLO’s Guided
Reading Lessons
Literacy Lessons
How do we track progress?22A Life without Levels | Assessment at NAISAK? Slide23
Rising Stars - Years 3 - 6PM Benchmarking
Reading Assessments
23
A Life without Levels | Assessment at NAISAKSlide24
Read dailyPhonics Verbal Comprehension
How to help your child with Reading at home
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A Life without Levels | Assessment at NAISAK Slide25
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Numeracy – What are FLOs?
A Life without Levels | Assessment at NAISAK
Where are the FLOs from?Rising Stars
NAHT (National Association of Head Teachers)
Knowledge of our childrenAre the FLOs everything my child is learning in Numeracy this year?
No, only a selection.
O
bjectives which must be learnt to have the fundamental basics for learning in future years.
What is the main focus of the FLOs in Numeracy?
Number – the fundamentals of Numeracy. Slide26
26Numeracy – How to Support Your Child at Home
A Life without Levels | Assessment at NAISAK
Mathletics
www.mathletics.com
Parent Module
Weekly email on progressMathletics Party
20 minutes 3x a week – proven to improve progress. Slide27
27Numeracy – How to Support Your Child at Home
A Life without Levels | Assessment at NAISAK
Times Tables
The majority of FLO Numeracy lessons are affected by a working knowledge of times tables. Your child should know up to 12 x 12 by Year 4.
Home Learning
Home learning is linked to the FLOs. Ensuring your child understands the work, but is still doing it independently, is important. Slide28
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IPC and ScienceSlide29
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October – Meet & Greet
December – Short Report
April – Short ReportApril – Student Progress MeetingsJune – Long ReportStudent Reflection Meetings
Reporting CycleSlide30
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December 2015 ReportSlide31
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December 2016 ReportSlide32
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Questions?