Assessment without levels

Shaun Allison, Deputy Head@shaun_allisonsallison@durring.comhttp://classteaching.wordpress.com/

Today

• Why AWL?

• Our proposed ‘Growth & Thresholds’ model

• Using the assessment innovation fund to build collaborative subject networks

Why scrap levels?

Group Director of Assessment Research and Development, Cambridge AssessmentYou Tube: National Curriculum: Tim Oates on assessment

Why scrap levels?

1. Never meant to be a label – meant to support progress.

2. Undue pace – focus on getting through levels quickly, rather than embedding deep understanding of key concepts.

3. Levels mean different things – marks on a test, APP work best matched a descriptor or ‘just in….’

4. Successful nations don’t use them – children capable of anything because of effort put in…not because they are level 4, 5 etc.

“Study fewer things in greater depth, so a deeper understanding of central concepts and ideas can be developed.Assessment should focus on that.”

Tim Oates

“I don’t think schools should continue to use levels. The government have said they are a ‘discredited currency’ and this line will be followed by OFSTED.”

Bill Watkin, SSAT

“I’ve had a look through and we’re definitely on the same page with the approach.”

Dylan Wiliam (in response to looking at our model)

http://www.google.co.uk/url?sa=i&rct=j&q=opportunity+knocks&source=images&cd=&cad=rja&uact=8&docid=rFZB4dSlZrleqM&tbnid=tQmDJa75AeGYNM:&ved=0CAUQjRw&url=http://gigsmacked.com/2011/12/22/guest-post-by-weston-mccready-if-opportunity-knocks/&ei=D5ueU-D6GaWa1AWy94D4Cw&bvm=bv.68911936,d.ZWU&psig=AFQjCNHdla6NtBjs44VV8MYONRKeHu8HvA&ust=1402989693304249

Growth & Threshold Model

• What are the ‘big ideas’ in each subject?• What do students need to master in order

to be successful in KS4?• What does excellence look like?

• Use this to set the bar of expectation.• Focus assessment on what counts - in terms

of learning and progress.

http://www.google.co.uk/url?sa=i&rct=j&q=spreadsheets&source=images&cd=&cad=rja&uact=8&docid=pn1OdkvWmO46MM&tbnid=e-tWb9nPWXusMM:&ved=0CAUQjRw&url=http://en.wikipedia.org/wiki/Spreadsheet&ei=tuWfU-qGFIOH0AWKv4HYDw&bvm=bv.68911936,d.ZWU&psig=AFQjCNHUAJH4_85ZZK9BsB766Cknh4Ozow&ust=1403074333083658

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Y7

Y8

Y9

Y10

Y11

June July July July July2014 2015 2016 2017 2018

Y7

Y8

Y9

Y10

Y11

Knowledge & Skills

June July July July July2014 2015 2016 2017 2018

Y7

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Y11

Knowledge & Skills

Plan backwards

A few thoughts about curriculum design.....

Fulfilment of the common goal

Fulfilment of the common goal

Fulfilment of the common goal

Planned Curriculum

Fulfilment of the common goal

Planned Curriculum

Taught Curriculum

Fulfilment of the common goal

Planned Curriculum

Taught Curriculum

Experienced Curriculum

Fulfilment of the common goal

Planned Curriculum

Taught Curriculum

Experienced Curriculum

Often very different!

Curriculum should focus on

• Learn about...• Learn through...• Learn how to...

DripBlockLink

What are the ‘Big Ideas’?

e.g. In Science:

• Cells• Particles• Energy• Forces• Interdependence

These should shape your key knowledge

Include where the assessments will be

Planning Aids

Each unit of work starts with ‘Threshold Assessment Table’

•Don’t assess everything.•Select the key knowledge & skills in that unit of work, that students need to be successful at the end of KS4.•That becomes the focus of the assessment & feedback for that unit of work.

What could the thresholds look like?Level of Learning

SOLO Taxonomy

What it means?

ExcellenceDeep

Extended Abstract

Can extend and apply ideas.Extended thinking.

Secure Relational Can link and relate ideas. Strategies for thinking & reasoning.

Developing

Surface

Multistructural Many ideas.Basic skills & concepts.

Foundation Unistructural Single idea.Recall & reproduction.

Learning Schedule for a Unit of Work

Assessment Innovators

• Humanities – Ben Crockett• Art & Design – Emma Wade• PE & Performing Arts – Jack Corbett• English – Jo Grimwood• Maths - Sam Down & Emma McCann• Science - Simona Trignano• Computing – Chloe Gardner• MFL – Pam Graham

Subject Networks

• Network meetings• Share ideas and resources• Develop units of work together• Cross school moderation of work

Making links to previous topics explicit to encourage recapping (interleaving)

FOUNDATION• SKILLS• APPLICATION OF

SKILLS LINKED WITH OTHER TOPICS

HIGHER• SKILLS• APPLICATION OF

SKILLS LINKED WITH OTHER TOPICS

Working backwards from Year 11

Departments have interpreted the threshold table in different ways to best suit their subject.

Maths: Combined the knowledge and skills.Different threshold tables for the 4 strands (number, algebra, shape and data)

Geography : Knowledge and skills are easily separated.Different threshold tables for each case study.

Year 8Manipulating Expressions