Assessing without levels - PowerPoint Presentation

Slide1

Assessing without levels

Information for parents

January 2015Slide2

Aims

To begin to make parents aware of changes – both in the National Curriculum and reporting.

To discuss the changes from levels (2c,2b,2a) to an alternative.

To reassure parents of the current position.

To make parents aware that

Mesne

Lea’s current practice is not the ‘finished article’Slide3

Other considerations

Consider how the school uses assessment information to identify pupils who are falling behind in their learning and need additional support to reach their full potential, including more able

Evaluate the way the school reports to parents on pupils’ progress and attainment

Assess whether reports help parents understand how their children are doing in relation to the standards

expected –

We will be asking your views on this – please be honest – we are not going to get it right first time.Slide4

Focus on Expectations

Year 1 Expectations: Number

Count

reliably to 100

Mathematics (Number)

Meeting Expectations for Year 1

Count on and back in 1s, 2s, 5s, and 10s from any given number to 100

Write all numbers in words to 20Say the number that is one more or one less than a number to 100Recall all pairs of addition and subtraction number bonds to 20Add and subtract 1-digit and 2-digit numbers to 20, including zeroKnow the signs (+); (-) and (=)Solve a missing number problem, such as: 5 = 8 - xSolve a one-step problem involving an addition and subtraction, using concrete objects, pictorial representations and arraysSolve a one-step problem involving a multiplication and division, using concrete objects, pictorial representations and arrays

If these are met then consider ‘exceeding’ statements

If these are not met then they are ‘emerging’ or ‘developing’

EXPECTED

EMERGING

EXCEEDED

Focus Education 2014

Tracking Progress

4

4

Year 1 Exceeding Expectations:

Count

reliably well beyond 100

Count on and back in 3s from any given number to beyond 100

Say the number that is 10 more or 10 less than a number to 100

Know the signs (+); (-);

(=); (<); (>)

Apply

knowledge of number to s

olve a one-step problem involving a addition, subtraction and simple multiplication and

division

Add and subtract 1-digit and 2-digit numbers to 50, including zeroSlide5

Improving standards – raising expectations – making work harder !

I can recall all multiplication facts to 12 x 12.

I round any number to the nearest 10, 100 or 1000 and decimals with one decimal place to the nearest whole number.

I can count backwards through zero to include negative numbers.

I can compare numbers with the same number of decimal places up to 2 decimal places.

I recognise and write decimal equivalents of any number of tenths or hundredths.

I can add and subtract with up to 4 decimal places using formal written methods of columnar addition and subtraction.

I can divide a 1 or 2-digit number by 10 or 100 identifying the value of the digits in the answer as units, tenths and hundredths.I can multiply 2-digit and 3-digit numbers by a 1-digit number using formal written layout.I can solve addition and subtraction two-step problems in context and solve problems involving multiplication and division.I can solve simple measures and money problems involving fractions and decimals to 2 decimal places.Slide6

What level will a child be at

AT

THE END OF THE YEAR

1- Emerging -

Pupils are here if they are not meeting the expectation for their year group

2- Expected-

the child has reached the expected level for that year group. They have achieved the

Year group objectives.(Implications for SEN children/More able children)3 –Exceeded- consistency/application across subjectsAt the start of each year every child will be a 1Slide7

Refining the grades

As a child may be a 1(Emerging) for all Autumn and all Spring term and only move to a 2 (Expecting) in the Summer Term, we need to show progress.

How can we do this ?

Em

Em

Em

Ex

ExExExcExcExc123456789Slide8

Tracking Progress

Using the 9 point system

We will be expecting all children to start every

year at 1. They should make at least 3 steps progress.

More able children should make more.

Government expectations are that 85% will reach the expected level – no target in place for ‘

exceedings

’Assessed positionEmerging(Stage A)Emerging(Stage B)Emerging(Stage C)MeetingMeeting (advanced)Meeting (higher)ExceedingExceeding (advanced)

Exceeding (higher)Points allocation123456

7898

Emerging

Expected

ExceedingSlide9

Emerging

towards the expectations -

Point 1

I

f

they are not meeting 50% of the

expectations

Emerging towards the expectations – Point 2If they meet between 50% and 75% Emerging towards the expectations – Point 3If they meet more than 75% of the statementsIt is accepted that a pupil might make the occasional error if they are at this stage. However, despite that, the teacher needs to be satisfied that they understand the concept fully.Meeting the expectations (securely) – Point 4It is accepted that a pupil might make the occasional error if they are at this stage. However, despite that, the teacher needs to be satisfied that they understand the concept fully.Meeting the expectations (advanced) - Point 5 At this stage a pupil will rarely make mistakes and is very confident at meeting the statements. Meeting the expectation (higher)- Point 6

At this stage, not only is the pupil confident at meeting the statements but works at a rapid rate. However, they are not yet meeting all the statements for exceeding, but they meeting at least 50% of the exceeding statements.EXCEEDING – (Points 7,8 and 9)Pupils will be deemed to be exceeding expectations if, in addition to what is outlined as Point 6, they show evidence of:Accessing some of the following year group’s objectives

Being able to use the year group’s expectation within contextBeing able to consistently apply the year group objectives in a range of situationsSlide10

What have we done ?

We have looked at the end of year objectives.

We have ‘

baselined

’ each child against these (almost all children were at 1)

Each child has the objectives in the front of their books.

Work is planned from these.

Each child was assessed at Autumn 1 and Autumn 2 – this was refined at Aut 2 to include a number measure – (almost all children were still at 1)Slide11

What information will parents get?

1 or 2 or 3 ‘

grade’against

each curriculum subject - At the end of the year

1 or 2 or 3 grade plus the number of objectives met – Each ½ term – if this number does not go up this could indicate lack of progress – WHY ???

May need to refine this process.Slide12

Further information

If you want a copy of the slides – please put your name on the list.

End of Year objectives are on the website.

Links to the National curriculum and further DFE information is available on the website.