Assessment Focus Group Wednesday 16 th July 2014
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Transcript of Assessment Focus Group Wednesday 16 th July 2014
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Assessment Focus GroupWednesday 16th July 2014
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Key points to cover
Introduction and welcome
Our aims for today
Brainstorm
Current methods for tracking and analysis
Demonstration
Open discussion
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Why we are here
• To identify what you would like to record / analyse
• To identify what is most important to you
• To discuss your adopted assessment frameworks
• To identify what you need from the assessments module
• To help shape the assessment module to suit your needs
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What we are not here for
• To dissect the primary curriculum 2014
• To advise on the primary curriculum
• To create a primary curriculum framework
• To talk at you for the next 2 hours, participation and feedback is key!
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I need a system that…
• Brainstorm (post it)
e.g.– Progress– Attainment– Value added– APS– 3 E’s– Statements etc…
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Analyse Attainment
Emerging, Expected, Exceeded
Value Added
Early Years Foundation Stage
From BirthTracking from Birth
to Key Stage 2 in one system
InnovateYou create the
systems and we create the software
Best FitUnique Best Fit
algorithm helping you plan
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AssessmentGrids
AttainmentAnd
Progress
Value Added
TailoredSpecifically tailored for Primary and Nursery
FlexibleCreate any assessment
framework
TimeSave time and money enter data once, use
many times
Assessments
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IndividualQuestion
Filter Key Pupils
Automatically Calculate
Levels
QuestionIdentify low scoring
questions
CategoriseIdentify low scoring
categories
TimeCalculate levels and Standardised score
Question Level
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Statement Tracking
Overall Progress
Chart
Projection Charts
BespokeCreate your own
statements
FilterTrack specific
groups of pupils
PointsUse your own point system
Statements of Achievement
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Alison Peacock DBE, Headteacher, The Wroxham School (ofsted outstanding)
• We have not talked to children and parents about ‘levels’ for the last ten years.
• They are not given targets or grades but there is a strong focus on formative feedback.
• Evidenced in the manner in which each child can talk about his learning and next steps for improvement.
• End-of-year reports are written by the children from year one to year six and form an electronic dialogue with the teaching team.
• We have kept data tracking sheets as a management resource purely as a means of ensuring that no child slips through the net (and to provide a record for Ofsted when they inspect).
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Kerry Sternstein, Deputy Headteacher, The Shaftesbury School (ofsted outstanding)
• We are a specialist school for pastoral care, a national support school and have been consistently outstanding in the last two Ofsted inspections
• Pupils’ achievement and progress is monitored by continuous setting and reviewing of targets – 22 NAHT targets not determined to level or judge, but to guide and reinforce.
• Pupils and staff together decide whether they have met the target (green), are still working on the targets (amber) or have not met it (red).
• Academic targets are based on descriptors and ‘I can’ statements, not on NC levels, although they are relevant to them.
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Dr Reena Keeble DBE Cannon Lane Primary School (oftsed outstanding)
• It had been obvious to us that a 2A in one school was not the same in another school, so we welcomed the opportunity to develop something
• We broke down the expectations for pupils in English and maths into statements.
• For example• There were 13 statements in English for Reception. • Year 1 statements began with statement 14; • so if a Reception child had achieved 16 statements in writing it was
easy to see he/she was working to Year 1 expectations.
• The results were recorded on a simple spreadsheet and RAG (red, amber, green) rated.
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All change (again)?