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Primary Framework CPD day 2 – SLT

Headteachers’ CPD programme – Day 2

00887-2007DWO-EN-25 © Crown copyright 2007

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Session 1 Headteacher CPD; Review of progress (30 minutes)

Prior to the meeting

Ask headteachers to bring the booklet: Leading Improvement Using the

Primary Framework, that was used during Day 1.

Provide guidance to headteachers on the nature and outcomes of the day with

the invitation and ask them to be prepared to discuss:

• how the Primary Framework is being used by teachers as a tool for improving

planning, teaching and learning;

• what teachers have done in classrooms following the CPD;

• the ongoing involvement of SLT in supporting teachers;

• evidence of impact on children;

• developments in planning for school-based CPD from Day 1.

Introduction to and overview of Day 2

Share the vision of the overall programme, which is to help leadership teams in

primary schools to:

• ensure all teachers acquire and demonstrate key professional attributes;

• promote and lead CPD that is effective, sustainable and adaptable to change;

• establish a culture of professional learning in schools that makes an impact

on classrooms;

• provide opportunities for collaborative classroom-focused CPD;





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• provide opportunities for sustained professional dialogue and independent

study.

Explain that the programme is a long-term commitment aiming at school

improvement with a focus on:

• identifying priorities and planning improvement strategies and actions;

• strengthening assessment practices and the use of assessment information

as a management tool;

• embedding collaborative classroom-focused professional learning for

teachers to develop their pedagogic practices and to improve pupil learning;

• using the Primary Framework as a tool for improvement;

• raising standards in English and mathematics for all children.

Return to the messages in the original headteacher booklet and provide the big

picture of the collaborative classroom-focused CPD models led by SLT and the

potential impact.

Remind the group of the focus and expected outcomes of Day 1 and the overall

CPD package (using the original overview handout) and refer to ongoing gap

tasks and ongoing collaborative classroom-focused CPD to then link to the

outline and the expected outcomes of the Day 2.

Discussion activity

Remind headteachers of the issues that they had been asked to consider prior to

attending the meeting.

Set the discussion in the overall context of the programme emphasising that the

discussion is intended to identify progress to date and to clarify next steps in

leading improvement for all children using the Primary Framework.





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Small group discussion of up to three to four headteachers.

Questions to focus the review for the session

LA should gather examples of good practice in the context of each of the

questions that will allow them to challenge any negative responses.

1. How has the SLT used the CPD opportunities to support teachers in

improving classroom practice?

2. In your school what changes have you observed in the planning of literacy

and mathematics through the use of the Primary Framework?

3. What are the specific improvements that teachers have made to their

classroom practice following the CPD?

4. What examples of impact on children’s progress can you provide?

Plenary feedback

Key messages linked to each question to be drawn out during the feedback session.

Question 1 How has the SLT used the CPD opportunities to support teachers in improving

classroom practice?





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Key messages to draw from:

• Full understanding by SLT of the value and potential impact of collaborative

school-based CPD for embedding improved practice.

• Strong leadership by headteacher to ensure effective support for teachers to

improve their practice in the classroom.

Question 2 In your school what changes have you observed in the planning of literacy and

mathematics through the use of the Primary Framework?


• Use of the Primary Framework for planning requires leadership and support

and where there has been a whole-school involvement and shared practice

this has been successful.

• Teachers are reporting the benefits of the Framework as a rich resource base

for informing planning and even though it can take longer initially, this has led

to greater professional dialogue and discussion on teaching and learning

issues.

Question 3 What are the specific improvements that teachers have made to their classroom

practice following the CPD?


• Draw on the examples from the LA’s schools and, where appropriate, refer to

changes in teaching approaches to include guided writing strategies, mental





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mathematics activities, use of models and images, grouping of children for

shared reading.

Question 4 What examples of impact on children’s progress can you provide?


• Draw on the examples from the LA’s schools and, where appropriate, refer to

more emphasis on speaking and listening, greater flexibility to plan a longer

teaching sequence that allows more opportunity to help groups of pupils

secure learning and gain confidence, greater planning of assessment

opportunities that involve children in the assessment process.





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Session 2 (120 minutes) Leading on learning – making best use of assessment for learning. There are three parts to this session. The first focuses on the use of tracking in headteachers’ own schools, the second on the new materials provided on the Primary Framework and the third part is an introduction to the process of APP.

2.1 Discussion – focusing on progression. (10 minutes) This discussion should build on the conversations that headteachers have had in

Session 1. The aim is to focus in from the general to the specifics of assessment,

progression and tracking.

Slide 2

• What is your tracking telling you about progression through your school?

• Where is progression strongest?

• What is it telling you about the issues in the learning and teaching of literacy

and maths? (Where is progression weakest?)

Key message: Tracking is the process that you use to make sense of

assessment information. Collecting tracking data is only going to make a

difference to children’s progress if:

• the assessment information is well evidenced and robust;

• the information is used to identify pupil underperformance and barriers to

achievement; and

• the information is used to identify priorities, plan actions and review impact,

for children and for staff.





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The tracking tutorial in the Primary Framework supports schools in engaging

colleagues across the whole school in a professional dialogue about pupil

progress, groupings, expectations and appropriate use of interventions. The

associated tracking grid will help schools to identify children who are at risk of

underachievement against national standards.

Slide 3 Tracking tutorial:

http://www.standards.dfes.gov.uk/primaryframeworks/downloads/PPT/yr5_6_tim

eline_tracking_v1.ppt

Tracking grid:

http://www.standards.dfes.gov.uk/primaryframeworks/introduction/improving/pupil

_tracking_sheet/

2.2 The role of effective assessment for learning in improving learning and teaching. Input (20 minutes) Slide 4 What we know

• Assessment for learning (AfL) ensures that pupils are clear about their

learning goals and the standards that are expected of them as well as what

they need to do to improve their performance and how to do it.

• Effective reviews at different points during a lesson maintain pupils’ focus on

learning.

• Accurate evaluations of pupils’ progress and carefully constructed questioning

help teachers to determine the next steps in learning.

• Different forms of assessment are needed to support learning and teaching

and to develop motivated and independent learners and maximise the

potential for raising standards.





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• Assessment should not become an occasional activity at the end of a unit of

work but needs to be an ongoing and joint activity between the pupil and the

teacher.

Slide 5 The Primary Framework has supported schools to develop Assessment for

learning in the following ways

• Identifies assessment opportunities in teaching sequences and suggests

possible approaches to assessment.

• Provides a clarity about progression through year groups, subjects and

strands.

• Highlights assessment opportunities across the curriculum.

• Helps practitioners to take account of prior learning in their planning.

• Use of the interactive planning tool to support the tailoring and personalisation

of the curriculum.

The new assessment area of the Primary Framework has been designed to

support teaching practitioners and headteachers to develop assessment practice.

It is not a new initiative but brings together a range of supportive materials and

processes that will improve learning and outcomes for children.

What is there? (from 25/01/08) Three sections: 1. Developing Assessment for learning 2. Assessing Pupils’ Progress 3. Standards Files





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1. Developing Assessment for learning This section contains materials from Excellence and Enjoyment that have been

repurposed and updated. It is divided into three parts and its core purpose is to

support school leaders to develop assessment for learning across a school.

Slide 6: Structure of the area:

Learning and teaching Day-to-day assessment

Support for day-to-day assessment in the

Primary Framework

Objective- and outcome-led learning

Feedback on learning

Questioning and dialogue

Peer and self-assessment

Planning for personalised learning

Personalising learning and teaching

Conditions for learning that support AfL

Designing opportunities for learning (planning)

Formative use of summative assessments

Using curricular targets

Leadership and management

Leading on improvement

Self-evaluation

Leading professional learning through children's

learning

Involving parents and carers





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There is a lot of material in this section. It is not designed to be simply read

through but to support particular identified areas of development in a school. The

material does this both through the content and through the links it provides to

other areas of the framework, other DCSF resources and external links.

It is suggested that, if possible, this input is illustrated with example pages from

the site. Possible examples are:

• Developing Assessment for learning > learning and teaching > support for

day-to-day assessment in the Primary Framework.

• Developing Assessment for learning > planning for personalised learning >

designing opportunities for learning > assessment for learning strategies.

• Developing Assessment for learning > planning for personalised learning >

using curricular targets > curricular target setting, getting and assessing.

• Developing Assessment for learning > leadership and management > self-

evaluation > self-evaluation tools.

There is also information about how the Primary Framework currently supports

teachers with day-to-day assessment in literacy and in maths.

This information can be accessed at:

• Developing Assessment for learning > learning and teaching > support for

day-to-day assessment in the Primary Framework

– and is also available as downloadable documents, provided with these

materials as handouts.

2. The Assessing Pupils’ Progress (APP) section provides all the

materials that have been developed in the APP pilot. This section will help you to

develop the APP processes in your school. (The next section of this day

introduces the APP process.)





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3. The Standards Files enable teachers to have a common understanding

of different levels and the nature and demands of the assessment foci that

underpin each one. This year we have standards files for Key Stage 2 only. Key

Stage 1 materials are currently being developed and piloted and will be available

in 2008.

Each Standards File is a collection of work that has been selected to exemplify

attainment at a particular National Curriculum level in a relevant year group. They

are NOT examples of recommended curriculum practice.

The Standards Files were developed to help schools to standardise and

moderate APP judgements.





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2.3 How can APP help you in your school? Input, task and discussion. (90 minutes) Detailed notes to accompany the PowerPoint presentation are provided for

presenters here. This is intended as a supportive resource rather than a script. Full details of the process and all of the APP materials are available on

the Primary Framework site (Assessment > APP) from 25/01/08.

Input on APP process (15 minutes) Slide 7 The APP process is a model of assessment that:

• draws on formative approaches and is diagnostic;

• is periodic and keyed to national standards;

• integrates assessment into teaching and learning;

• enhances classroom practice and encourages a broadly based curriculum;

• is embedded in the Primary Framework;

• is based on assessment focuses that underpin national curriculum

assessment.

The APP process has been developed in partnership with QCA over the last two

years and piloted with over 100 schools. This development has focused on Key

Stage 2 and on mathematics, reading and writing. Key Stage 1 and Speaking

and Listening will follow in 2008–09. The model is already in use in Key Stage 3

and in all of the schools involved in the ‘Making Good Progress’ pilot.





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• APP’s use of periodic review of a range of evidence allows it to draw on what

has been observed in daily classroom activity, to identify strengths and areas

for development and to inform future planning, teaching and learning.

• Using APP helps teachers internalise their understanding of evenness of the

key aspects of learning in a subject (the assessment foci) and of the

attainment profile of learners across a subject.

• It represents an approach to assessment that promotes a broad curriculum

and that relates strongly and directly to the Primary Framework.

Slide 8

APP is based on four key principles:

• Assessment is integral to effective teaching and learning.

• Assessment systems must be fit for purpose.

• National standards are an entitlement for learners, teachers and schools.

• National standards are integral to national expectations of education.

These are four key principles that QCA is using to shape its work on assessment.

• It is a critical and integral component of any good teaching. Recognising

learning (or noticing misconceptions), feeding this back to the learner and

building on this knowledge in future teaching and learning is at the heart of

the craft of teaching.

• We need to develop and promote the right assessment tools for the job that

needs doing. One of our current difficulties is that the systems we have are

used for a wide variety of purposes (reporting attainment, informing teacher

performance management, analysing school effectiveness, etc.).

• Having an agreed set of national standards is not a burden but an entitlement

– learners have a right to know how well they are doing compared with others

and compared with their own previous performance, and they and their





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parents/carers need to be confident that the judgements being made by

different teachers are consistent.

• If we are to gain the full benefit from this entitlement, teachers need to have a

good understanding of what these are and how they can best be integrated

into their practice.

Slides 9 and 10

The APP process

• Teachers select a sample of pupils.

• Each term, they review the full range of evidence (written, spoken and

observed) for each assessment focus.

• They select the appropriate ‘level boundary’ and arrive at judgements using

the Assessment Guidelines sheet.

• Annotated examples of pupils’ work provide reference points for teachers

(Standards Files).

This is the APP process in a nutshell. It is important to emphasise that

judgements are made based on a full range of evidence; this is not a return to

large portfolios of work – it is about strengthening teachers’ understanding of

national standards and an acknowledgement that children demonstrate

understanding in more than just written forms – informed professionalism. Slides 11–13 Using the Assessment Guidelines

These slides show:

• the level descriptions for Levels 3 and 4 reading;

• example assessment guideline for reading;





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• example assessment guideline for maths.

• It is important to remind participants that the criteria developed for APP are

securely anchored in the NC level descriptions and hence to the same

national standards that apply to all schools and all pupils. They attempt to

represent the level descriptions in a form that renders them easier for

teachers to use when looking at performance across a whole attainment

target. For example, reading Levels 3 and 4 (slide 11) looks like this example

(slide 12).

• Here, reading is split into the assessment foci (AFs) (the six columns) and a

few bullet points provided for each level. [If participants are unfamiliar with

AFs, it may be worth pointing out that AF1 does not feature on this sheet

since it relates to decoding text and it is assumed that pupils at this level will

be able to do that – AF1 does feature on the level 2/3 Assessment Guidelines

for Reading. It might be useful also to quickly explain what the other AFs

relate to – retrieving information from text, inference and deduction, text

structure and organisation, use of language, viewpoint and effect on the

reader and texts in their setting.]

• When teachers use this ‘Assessment Guidelines’ sheet with a particular

learner, they review the available evidence (written, observed, remembered,

etc.) and work through each AF and bullet point [demonstrate by clicking

through the slide]. They decide where the best fit is for the learner. In this

case, for AF3 the learner is judged to show characteristics of both levels but

on balance is judged to be operating at Level 4. The same is true in AF4 but

the teacher’s judgement there is that the best fit is with Level 3. In AF7, the

teacher’s judgement is that there is insufficient evidence to make a judgement

on this occasion.

• The teacher then referred to an accompanying flow chart to arrive at an

overall judgement of a secure Level 4 for reading.





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• APP uses the terms ‘secure’, ‘low’ and ‘high’ because they better capture the

‘best fit’ nature of the judgement based on a range of evidence across all

AFs.

• Exactly the same process is used in mathematics (slide 13) – in this case the

Assessment Guidelines refer to Shape, space and measures, Levels 3 and 4.

Slide 14

Using the Assessment Guidelines

• Assessment foci help teachers to recognise evidence in key elements of

reading, writing and mathematics.

• Enable teachers to see a pupil’s ‘profile’ of attainment and to share this.

• Provide basis for discussing targets for improvement with pupils, parents and

carers.

• Allow progress ‘within’ a level to be seen.

• Offer an ‘intelligent’ version of a sub-level!

• Provide detailed information for the next teacher/school.

• Reveal ‘gaps’ in curriculum and/or learning.

Most of these points are self-explanatory.

• The AFs give teachers a clear framework for thinking about how well pupils

are doing in different aspects of a subject or attainment target.

• The completed guidelines offer a profile of an individual’s strengths and

weaknesses. This profile can often be quite ‘spiky’ – reflecting the uneven

pace of learning and giving a clear basis for discussion of next steps and

improvement targets.





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• Parents are more reassured to find out about what their child does well and

where he or she may need more help rather than being sent a number (3c,

4b, etc.).

• The approach offers a sensible approach to charting learning and identifying

progress through levels. It avoids the trap of defining a 24-level scale (which

some commercial schemes have done by attempting by define the specific

criteria for a Level 3c or a 4b).

• Schools that have implemented APP are keen to point out that the approach

has a significant, positive impact on their curriculum and has a lot of potential

to transition and transfer practice.





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Group task using APP processes (45 minutes)

There are three suggested activities here. One each for reading, writing and

mathematics. It is suggested that you only use one of these activities although it

will be important to point out the differences/similarities between the processes

for each subject.

Activity: Making a judgement in reading For this session each participant will need:

• flow chart for making assessments in reading;

• Trevor: reading annotated standards file;

• Charlotte: reading training standards files;

• Charlotte: reading annotated standards file;

• complete reference set of A4 assessment guidelines for

reading:

- draft Levels1/2

- Levels2/3

- Levels3/4

- Levels4/5

- Levels5/6.

5 mins Introduction This session aims to:

• ensure your teacher assessment judgements on a sample of

pupils’ work in reading are consistent with national standards.

Explain the purpose of the Standards Files.

• To exemplify standards.





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• To act as a reference point for teachers.

• To be a resource for training materials.

Uniform layout/format for the files:

• context of work;

• marginal annotation;

• comment on each piece of evidence;

• overall assessment summary.

10 mins How to make a judgement in reading Participants read the collection of evidence for Trevor,

independently.

Then discuss in pairs or as a group the following question.

What can we say about the range and quality of evidence here?

What are:

• the contexts in which Trevor reads;

• the range of fiction and non-fiction texts;

• the variety of kinds of evidence;

• evidence from across the curriculum.

How much evidence is there in Trevor’s file of independence and

choice in reading?

What can we say about the nature of the questions asked by the

teacher?

Points to note

• Emphasise the importance of adhering to the flow chart when

making an assessment.

• Draw attention to the particular importance of AF3 in reading.

• Draw attention to the particular importance of AF3 at Level 4.

Trevor: reading Standards File

(PF>Assessment> Standards

Files)

Flow chart for making

assessments in reading

(PF> Assessment> APP> Making Judgements>

reading)





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• Allow time to clarify distinctions between high/secure/low

judgements and a/b/c judgements.

5 mins Making a judgement on Pupil C

Participants read Pupil C independently.

Charlotte:

reading training

Standards File

20 mins In pairs:

• participants work through the AFs, making a judgement about

each in turn;

• make a level judgement on Pupil C;

• compare judgements with others in the group.

Points to note

• Pupil C is a Year 5 pupil assessed as low Level 3.

• Participants may find it helpful to know the year group but

should not be told the level of Pupil C at this point.

• Suggest participants use the Level 2/3 assessment sheets.

• Remind them to focus on discussing the AF profile for the

pupil, not simply the final level. Participants agree a statement for Pupil C about the range and quality of evidence:

• range of reading contexts;

• range of texts;

• range of kinds of evidence;

• independence and choice.

5 mins Feedback and discussion of above points Discussion

Charlotte:

annotated





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Participants look through the annotated file for Pupil C and

compare their judgements.

Discuss and clarify any points arising about:

• AF judgements

• overall level judgements

• low/secure/high judgements.

Points to note Also worth rehearsing at this point the issues raised earlier about

evidence for reading, particularly the importance of oral evidence

(and how to capture/record it) and the nature of questioning for

reading assessment.

Discuss the following, if time allows.

• What are the next steps to ensure C’s progress?

• How would you suggest C’s teacher could improve the quality

of evidence used to support their APP judgements?

reading

Standards File.





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Reading handout: Making a level judgement

Use these steps to formalise your assessments of pupils’ reading into level

judgements.

You will need:

• evidence of pupil’s reading that shows most independence;

• other evidence about the pupil as a reader, e.g. notes on plans, pupil’s own

reflections, your own recollections of classroom interactions;

• photocopy of assessment guidelines for the level borderline that is your

starting point.

Step 1 Making best fit judgements

Draw on what you know about the pupil’s reading to decide if it best fits the criteria

for the lower level or higher level within each AF on the guideline.

A best fit does not mean that the pupil fulfils every aspect of the criteria for an AF.

• If you find you cannot make a judgement in any AF, enter a tick in the box for

‘insufficient evidence’ (IE). Recording insufficient evidence has implications for

planning.

• If there is some evidence, but not in your judgement enough to warrant

highlighting of any of the criteria, tick the below the level (BL) box for the AF.

• When you are confident which criteria are the best fit, highlight them.

Step 2 Working through the AFs

For pupils at the Level 1/2 and 2/3 borderline start with AF1.

Enter a tick ( ) in the box in the cell that relates most closely to the child’s reading

in AF1.

For pupils at Level 3 and above, AF1 is assumed. Start with AF2. Enter a tick ( ) in the box that relates most closely to the child’s reading in AF2.





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For all pupils, repeat the process for AF3–7. For each AF in turn, as you reach a decision on whether the criteria that best fit are

above or below the line, enter a tick ( ) in the box that relates most closely to the

child’s reading in the AF.

Step 3 Making an overall level judgement

For Level 2:

• ‘2s’ in AF1 and AF2; and

• some Level 2 highlighting in AF3.

For Level 3:

• ‘3s’ for AF2 and AF3; and

• Level 3 for at least one other AF.

For Level 4:

• ‘4s’ for AF2 and AF3; and

• Level 4 for at least one other AF.

For Level 5:

• ‘5s’ for any four AFs provided there is Level 4 in AF3.

Step 4 Refining your judgement

Look across the AFs and decide whether the level is ‘low’, ‘secure’ or ‘high’:

• High, if across the AFs, all criteria for the level highlighted;.

• Secure, if across the AFs, the criteria for the level are mostly highlighted;.

• Low, if there is highlighting above and below the line or the evidence is thin.

Enter a tick in the box that relates most closely to the pupil’s reading overall.





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Activity: Making a judgement in writing For this session each participant will need:

• flow chart for making assessments in reading;

• Mikki: writing annotated standards file;

• Stephanie: writing training standards files;

• Stephanie: writing annotated standards file;

• complete reference set of A4 assessment guidelines for

writing;

• draft Level 1/2:

– Level 2/3

– Level 3/4

– Level 4/5

– Level 5/6.

5 mins Introduction This session aims to:

• ensure your teacher assessment judgements on a

sample of pupils’ work in reading are consistent with

national standards.

Explain the purpose of the Standards Files:

• to exemplify standards;

• to act as a reference point for teachers;

• to be a resource for training materials.

Uniform layout/format for the files:

• context of work;

• marginal annotation;





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• comment on each piece of evidence;

• overall assessment summary.

10 mins

Considering the range and quality of evidence for writing Participants read the collection of evidence for Mikki

independently, then discuss in pairs or as a group.

What can we say about the range and quality of evidence

here?

• The contexts in which Mikki writes?

• The range of writing tasks?

• The variety of forms of writing?

How much evidence is there in Mikki’s file of:

• independence?

• choice?

• cross-curriculum work in writing?

Points to note Mikki is a useful file to look at in some detail in terms of

independence and choice.

Mikki: writing

Standards

File

5 mins How to make a judgment in writing Mikki is a secure Level 4.

Use the flow chart to talk through how this writing

assessment of Mikki has been made, illustrating it step by

step with reference to the completed guidelines sheet.

Completed

assessment

guidelines

sheet on the

last page of

Mikki’s file.

Flow chart





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Talk through how to make:

• an AF judgement;

• a level judgement;

• a high/secure/low judgement.

Points to note

• Emphasise the importance of adhering to the flow chart

when making an assessment.

• Draw attention to, and explain, the sequence in which

AF judgments are made in writing.

• Draw attention to the weighting of AFs 7 and 8

compared with AFs 1–6.

• Allow time to clarify distinctions between

high/secure/low judgments and a/b/c judgments.

for making

assessments

in writing.

5 mins

20 mins

Making a judgement on Stephanie

• Arrange participants into groups of 6–8 for this session.

• Stephanie is a Year 4 pupil assessed as low Level 4.

• Participants read Stephanie independently.

• Then, in each group, allocate:

– AFs 5/6 to Pair 1;



– AFs 7/8 to Pair 4.

Each pair agrees:

• a judgment for the relevant AFs;

• a comment about the range/quality of evidence.

Each pair presents their judgement for the AFs they have

Stephanie:

writing

training

Standards

File.

Blank writing

assessment

guidelines

sheets.

Flow chart

for making

assessments

in writing.





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reviewed to the rest of their group for discussion and

agreement.

The group then agrees:

• the level and the sub-level;

• a comment on the evidence.

Points to note

• Participants may find it helpful to know the year group

but should not be told the level of Stephanie at this

point.

• Group arrangements obviously may vary according to

numbers.

• It could be a group of four, with each individual

reviewing two AFs.

• Where numbers are inconvenient, it is advisable to

focus on allocating AFs 1–6, leaving AFs 7 and 8 to the

next stage.

• Where previously unallocated, AFs 7 and 8 are agreed

by the whole group at the end of this process.

Discussion Participants look through the annotated file for Stephanie

and compare their judgements.

Discuss and clarify any points arising about:

• AF judgements;

• overall level judgements;

Stephanie:

annotated

writing

Standards

File.





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• low/secure/high judgements.

If time allows, discuss:

• next steps for Stephanie;

• helpful suggestions for Stephanie’s teacher about

evidence.

Writing handout: Making a level judgement Use these steps to formalise your assessments of pupils’ writing into level

judgements.

You will need:

• evidence of pupil’s writing that shows most independence, e.g. from a range

of subjects, outside the supportive context of the literacy hour;

• other evidence about the pupil as a writer, e.g. notes on plans, pupil’s own

reflections, your own recollections of classroom interactions;


starting point.

Step 1 Making best fit judgements Draw on what you know about the pupil’s writing to decide if it best fits the criteria for

the lower level or higher level within each AF on the guideline.

A best fit does not mean that the pupil fulfils every aspect of the criteria for an AF.

• If you find you cannot make a judgement in any AF, enter a tick in the box for

‘insufficient evidence’ (IE). This has implications for planning.

• If there is some evidence, but not in your judgement enough to warrant

highlighting of any of the criteria, tick the below the level (BL) box for the AF.

• When you are confident which criteria are the best fit, highlight them.





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Step 2 Working through the AFs

Start with AF5, followed by AF6 Look through the work to decide if it is best described as meeting the criteria for the

lower level or higher level within AF5 and AF6 on the guideline sheet. When you are

confident which criteria are best fit above or below the line, highlight them. Enter a tick

( ) in the box that relates most closely to the pupil’s writing in AF5 and AF6.

Now look at AF3, followed by AF4 When you are confident which criteria are best fit, above or below the line, highlight

them. Enter a tick ( ) in the box that relates most closely to the pupil’s writing in AF3

and AF4.

Repeat the process for AF1 and AF2 When you are confident which criteria are best fit, above or below the line, highlight

them. Enter a tick ( ) in the box that relates most closely to the pupil’s writing in AF1

and AF2.

End with AF7 and AF8 When you are confident which criteria are best fit, above or below the line, highlight

them. Enter a tick ( ) in the box that relates most closely to the pupil’s writing in AF7,

AF8. For levels 2 and 3 also make a judgement for handwriting (and handwriting for

levels 2 and 3).

Step 3 Making an overall level judgement





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For Level 2:

• three of AF6, AF5, AF1 and AF2;

• two of AF7, AF8 and handwriting.

For all other levels:

• four out of AFs 1 to 6. Use the judgement you have made in AF7 and AF8 to help

confirm your overall judgement.

Step 4 Refining your judgement

Look across the AFs and decide whether the level is ‘low’, ‘secure’ or ‘high’:

• High, if across the AFs, all criteria for the level are highlighted.

• Secure, if across the AFs, the criteria for the level are mostly highlighted.

• Low, if there is highlighting above and below the line or the evidence is thin.

Enter a tick in the box that relates most closely to the pupil’s writing overall.





31

Activity: Making a judgement in mathematics 5 mins

Introducing the Standards Files These are a collection of files illustrating national standards

at Levels 2 to 5 in Years 3 to 6. Each file:

• has annotated work of one pupil, the teacher’s

comments and completed assessment guidelines;

• exemplifies national standards at assessment focus and

attainment target level;

• provides a focus for training and a reference point when

teachers make and moderate judgements;

• has potential for use in school for teachers’ continuing

professional development.

A complete

standards file

at a level

relevant for

most

participants,

e.g. Peter

assessed at

‘low 4’ over

the whole of

mathematics

5 mins

Modelling the task using a complete Standards File The material for one attainment target – most helpfully,

Ma2 Number.

• There are samples of the pupil’s written work.

• Each piece was selected by the teacher to support and

illustrate her/his judgements.

• Bullet points give the Key features of the work

identified by the teacher.

• Next steps (for some samples) may indicate what is

missing.

• The What the teacher knows section summarises the

assessment evidence the teacher has in her/his head,

on annotated plans, etc.

• The Summarising the pupil’s attainment in Ma2

section describes how the teacher made the judgement





32

and may include ‘to make progress within the level/into

Modelling the task (continued) the next level…’.

• You are not expected to record in this way – the text

merely represents the teacher who is not here to

explain her/his judgements.

The completed assessment guideline for the attainment

target, at the back of the file.

• The guideline has examples positioned against each

criterion. They should not be used as a checklist where

every item must be ticked.

• The teacher has highlighted some criteria and made

level judgements for each assessment focus.

• The highlighting gives a first impression of the level but

the teacher reads the level descriptions to confirm the

level judgement.

• Finally the teacher refined her/his judgement into Low,

Secure or High by addressing these questions.

– How much of the level?

– How consistently?

– How independently?

– In what range of contexts? 5

mins Modelling the task (continued): Making a level judgement

To make APP teacher assessment judgements you will

need:

Mathematics:

Making a level

judgement

(Handout)





33

• the pupil’s work, ‘What the teacher knows…’ and blank

assessment guidelines’;

• to follow through steps 1 to 3 as you make judgements.

Making an overall judgement for Ma2 Number, Step 3:

• Reading the complete level descriptions for both levels,

to test the impression given by highlighting and ticking,

has been very powerful in helping teachers decide the

level.

• It is an important step that teachers often forget.

Refining the judgement into Low/Secure/High:

• This is not an equal division of a mark range like a/b/c

but a more holistic judgement.

• Learn the mantra.

– How much?



– In what range of contexts?

15 mins

Task 1: Completing an assessment guideline and making a level judgement for Ma2 Number Whole mathematics group

Introduction

Now you will review evidence and make judgements

yourselves, to become more familiar with:

• the materials;

• the process;

Training

version(s) of

Standards

Files

(judgements

removed)

Suggest Kate.

Set of blank

assessment

guidelines for





34

• the national standards – demands of the National

Curriculum levels. Activity In twos/threes

1. Begin with Ma2 Number and look at:

• the pieces of work;

• the bullets (teachers’ view of important features).

These give a first impression of the level of the pupil’s

mathematics.

2. Read the information

• ‘What the teacher knows…’ (evidence other than the

pupil’s written work that the teacher called on to make

the judgement).

3. Now work on one assessment focus at a time

• On your blank assessment guideline for Ma2 Number,

highlight criteria in the assessment focus that the pupil

seems to have fulfilled.

4. Tick the best fit level for the assessment focus then repeat with the next assessment focus

Training note: Different pairs on the table should start at a

different AF, so that when you share judgements in about

20 minutes, you have thoughtful decisions about all of

them.

Ma1–4 at the

appropriate

level

boundary/

boundaries.

10 mins

Reviewing assessment focus judgements and making an

overall level judgement for the attainment target.

Mathematics:

making a level

judgement

(Handout).





35

Each pair/trio should join with another pair to:

• compare and agree assessment focus judgements for

Ma2;

• check that you have ticked a level for each assessment

focus;

• read the National Curriculum level descriptions and

agree the overall level for Ma2;

• refine the level into Low, Secure or High – check Step

3.

– How much?



– In what range of contexts?

5 mins

Feedback – Whole group

Training note: Each table should feed back the level they

have agreed and the reasons why the level was chosen.

The teacher’s judgement For each file used, the trainer should read out the section

Summarising the pupil’s attainment in Ma2…

• How close was your group’s agreed judgement?

Training note: In past training sessions most pairs of

teachers could identify the correct level. In deciding on

Low/Secure/High they may make a choice above or below

the teacher’s judgement.





36

Mathematics handout: Making a level judgement Use these steps to formalise your assessments of pupils’ mathematics into

attainment target level judgements.

You will need:

• evidence of pupil’s mathematics that shows most independence, e.g. from

work in other subjects as well as in mathematics lessons;

• other evidence about the pupil as a mathematician, e.g. notes on plans,

pupil’s own reflections, your own recollections of classroom interactions, oral

answers given during mental starters;


starting point.

Step 1 Making best fit judgements

Within each assessment focus, draw on the pupil’s work and other

evidence including what you know about the pupil’s mathematics.

Use the criteria in the assessment guideline to decide which level

provides the ‘best fit’.

Step 2 Working through Ma2 Number





37

Begin with the assessment guideline for Ma2 Number Look at the criteria within each AF. Decide which level describes the

pupil best.

Record the level for each AF in the appropriate box.

Record ‘insufficient evidence’ (IF) if you do not know enough about

this aspect of the pupil’s mathematics to make a judgement. This has

implications for planning.

If you feel the pupil is operating below the level, check the criteria on

the assessment guideline for the level below.

Step 3 Making an overall level judgement for Ma2 Number

Now make your level decision for Ma2 Number: Your AF judgements give an impression of the best fit level for Ma2;

read the complete level descriptions for both levels to confirm your

impression of the best fit level for Ma2.

Decide whether the level is Low, Secure or High. Do this by thinking

about what the pupil demonstrates.

• How much of the level?

• How consistently?

• How independently?

• In what range of contexts?

Tick the relevant Low, Secure or High box for the level.

Step 4 Repeat the process for Ma3, Ma4 and then Ma1





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For the Ma1 judgement, consider how the pupil uses and applies the

mathematics of Ma2, Ma3 and Ma4.

2.4 Making the best use of APP in your school (30 minutes) Factors that make APP effective – key messages from the pilot The evaluation of the pilot and the feedback from the pilot schools has provided

us with some key messages about the implementation of APP. The key benefits

and success factors are set out in slides 15 and 16.

Slide 15

Benefits

• Improved understanding of the characteristics of performance over the range

of National Curriculum levels in Key Stage 2.

• Confident and accurate assessments being made on the basis of a wider

range of evidence across the full breadth of the curriculum for reading, writing

and mathematics.

• More ownership of responsibility for standards and pupils’ progress among

teachers, leading to renewed professionalism.

• Integration of assessment with planning for teaching and learning.

• Teachers and moderators report that finding evidence for assessment is

increasingly an integral part of everyday classroom activity.

• APP is itself a CPD activity – in school, standardisation and moderation

provides a real opportunity for collaborative working.





39

Slide 16

Lessons learned – factors that make APP effective

• It takes time to become familiar with the assessment foci and the APP

process and materials – not a ‘quick fix’. Starting with a small group of pupils

enables teachers to get to know the assessment foci and their level-related

criteria, then apply them more widely.

• Adequate planning for change and starting with small and manageable

ambitions is an approach recommended by the project LAs and schools.

• Developing skills to ensure standards – as teachers become familiar with

the APP assessment model, they realise how important it is that the

consistency and accuracy of their judgements is assured across classes and

schools. The accuracy of assessments is enhanced by in-school moderation

and standardisation and by making effective use of the Standards Files.

• Involvement of senior leadership within the school – to support

implementation, standardisation and moderation.

• Support from the LA – teachers working within more supportive LAs have

benefited from a range of strategies which that have also developed skills and

capacity at LA level.

• APP is a process for periodic review of pupils' progress. It is not a ‘tick

list’ or a collection of photocopied written evidence.

Planning for using APP in your school Discussion

• What are the implications for practice in your school?

• What will be your starting points?





40

• What resources will you access/make sure staff are familiar with from the

framework?

Feedback

• Implications

• Starting points

Remind participants about the support materials available on the assessment area,

particularly:

Assessment > APP > How to secure APP judgements > Roles and responsibilities

Assessment > APP > How to secure APP judgements > In-school standardisation

Assessment > APP > How to secure APP judgements > Planning to secure

judgements

Assessment > APP > How to secure APP judgements > In-school moderation

Assessment > APP > How to secure APP judgements > Guidance for planning and

supporting in-school standardisation and moderation (PDF booklet)

And the video web clips: School leaders’ views on APP / School leaders’ views on

APP + Securing national standards in school / Whole-school impact – better

learners and better teachers.

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