Digital Citizenship Pre-Assessment. Digital Citizenship Respect.
Assessing, Recording and Reporting Citizenship A Collaborative Approach.
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Transcript of Assessing, Recording and Reporting Citizenship A Collaborative Approach.
Assessing, Recording and Reporting
Citizenship
A Collaborative Approach
Definition
An approach to assessment, recording and reporting that involves teachers, pupils and peers working collaboratively to, set targets for achievementassess performancecollect evidence produce reports andset new targets.
Assessment of National Curriculum Subjects. Why?
Measure attainmentInform planning for progression in teaching and learningProvide meaningful feedback to pupilsInform the process of reporting to parentsInform end of KS judgements
Assessment of National Curriculum Subjects. How?
‘Best fit’ judgements based on a synthesis
of,
Pupil performance in normal activities
+
Pupil performance in identified assessment opportunities within the subject curriculum
+
Summative assessments.
Assessment of National Curriculum Subjects. What?
Coverage of all statutory aspects of the subject curriculum – knowledge and skills – across the Key Stage.
Opportunity to re-visit to enable measurement of progress
Variety
Assessment of Citizenship
Similarities
Coverage of all three strands
Opportunities arise from curriculum
Purpose – to measure progress, plan learning, report to parents.
Composition of judgements
Differences
Subject taught according to school needs.
May be taught by several different people.
Who keeps records and writes reports?
A Collaborative Approach. Why?
Active pupil participation in learning and reflection is an intrinsic part of Citizenship education. It is also a key feature of the Foundation strand of the KS3 Strategy Time – it can be legitimately built into Citizenship curriculum plans – process and reviewsIt utilises the Record of Achievement /Progress File model already establishedMeaningful for pupils and more manageable for teachers
Pre-requisitesA Curriculum Plan for staff A Citizenship Plan for pupilsSchemes of work with identified learning outcomes/targetsAgreement as to units of work that will be used as assessed activitiesPupils’ ability to assess themselves is developed progressively and is supportedOngoing opportunities for evidence gathering to supplement formal assessment.
What is involved? Planning
Teachers – identify assessment opportunities in curriculum plans/schemes of work – lesson or group of lessons.
Teachers – plan appropriate activities to achieve outcomes set against performance indicators.
Teachers – share possible outcomes with pupils.
Pupils – identify their targets from the range of possible outcomes identified by the teacher
What is involved? The Process
Pupils – undertake task(s) and monitor their own progress against their own targets
Teachers – support pupils and comment on progress. Amend targets if necessary.
Teachers – provide positive feedback against targets and ongoing advice on improvement.
What is involved? Assessing the Outcomes.
Assessment
Teachers plan assessment and self-assessment
framework
Pupils assess their own
performance
Peer Group Assessment
Pupils and teachers set new targets
Teachers discuss outcomes and
endorse judgements
Teachers assess pupils’ work.1
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Keeping and Using Records
Teachers will keep own recordsPupil self assessment record, endorsed by the teacher, placed in his/her portfolio.Pupils’ personal records also collected.Planned review of achievement with form/focus teacher e.g. end of half term, termly. Focus on evidence in portfolio.
Co-ordinating Record-Keeping
Citizenship Co-ordinator
Form / Focus Co-ordinators(e.g. Form tutors; PSHE/Citizenship teachers)
Subject Teachers (delivering explicit areas of
the curriculum)
Reporting to parents
Teachers endorse or re-negotiate judgementsSummative Citizenship report written by pupils and agreed by teacher. Reports may include teacher commentSubject teachers may wish to comment on subject reports
A Collaborative Approach to
ARR
Identify tasks for assessment
Identify targets for achievement Reflect on
performance; collect evidence
Develop skills
Individual (and Peer group)
assessment of achievement
Teacher endorsement
Summative review with portfolio of evidence
Report produced;
new targets
set
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