Where’s the evidence?

Jenny Short (Inspir.ed)March 2015

AAIA SW 2015 Conference

Exploring and Evidencing Mastery Learning -children as the best advocates of their own learning!

Alice Mae : That was then……..

…..and this is now!

Physical Growth = Communication = Walking =

Teeth =

At the end of her first year:

Alice = 8

2

1

23

Assessment scale:

1=not met2=met3=exceeded

Name Score Next steps in second year?

Alice 8  

Ben 8  

Carla 9  

David 9  

Ellie 7  

Fred 8  

Gill 10  

“What matters is……..………….that we have evidence that the interpretations we wish to make are warranted, and also that plausible rival interpretations are less warranted.”

Dylan Wiliam

Principled Assessment Design 2015

Assessment evidence:

Right under your noses! In the way children respond to the tasks you set

them In the things they say and write down In the things they create and the problems they

overcome in the course of the learning journey you plan with them

With the children make these things explicit, audible and highly visible so the evidence is incontrovertible.

Watch and listen because the evidence lies in what you see and hear.

Look for and capture the SIGNIFIERS. Jan Dubiel

Effective Assessment in the EYFS 2014

Where’s the evidence?

“ You gather assessment data best when you know what it is you are looking for and focus on the important.”

Dylan Wiliam Principled Assessment Design 2015

What evidence?

Walks unaided and self initiated

Walks unaided after steadied, balanced and encouraged by adult

Balances for a while unsupported on two feet

“Cruises” supporting self on furniture/push toy

Pulls self up to stand on two feet

“Walks” using legs and feet when weight supported by adult

Pulls up to stand if prompted and supported by adult

Crawls/shuffles

Rolls over

Expectations of walking?

Walks unaided and self initiated

Meeting the standard?

Over time look for:

The signifiers that are worthy of note!

These are what tell you the learner is ON TRACK to meet that standard

The learning journey:

EVIDENCE Of what? For what purpose?

What evidence do others require of the school’s outcomes? (DFE? OFSTED?)What is useful for you in order to be the best you can be? (SLT? Governors?)What is useful to empower children to become effective learners?

Collecting evidence……

EVIDENCE: for the DFE

Attainment: by end of KS2 • The average standardised score for the cohort• The % that met or exceeded standardised score of 100 in

test• The % that got a “high” score in the test

Progress: • Did they make “sufficient” progress from R baseline (or KS1)

EVIDENCE: for the school

Scores:1= not met end of year standard2=met end of year standard3=exceeded end of year standard

EVIDENCE: for the school

Scores:1= not on track to meet end of year standard2= on track to meet end of year standard3=looks like will exceed end of year standard

EVIDENCE: for the schoolRemember WHY you are doing it!

1. “What matters is……..………….that we have evidence that the interpretations we wish to make are warranted, and also that plausible rival interpretations are less warranted.”

2. MOST importantly…to support the children in developing as effective learners and knowing themselves how to become good readers , writers, mathematicians etc.

Determine the standard Plan the teaching, learning and assessment

that will get them there Use formative strategies when setting tasks

so that * pupils can demonstrate the extent of

their learning clearly in their responses * the evidence is visible and or audible and can be retained (manageably)

So………

Building on and adapting existing good EYFS practice

Walls Court Farm AcademySusie Weaver and staff

Clear systems and codes Post-It Pig Face

Feedback

Learning to use persuasive words

Post It Pig is looking for:

Walls Court Farm AcademySusie Weaver and staff

Talking Tubs and Floor Books

Curry Mallett Primary Wendy Devereux and staff

Cold and Hot Tasks

Curry Mallett Primary Wendy Devereux and staff

Milestone Moments

Hayesdown First SchoolSue Heal and staff

Working and Wondering Walls

Check out “Leaders of their own Learning” by Ron Gerber et al ………………..and his work in “Expeditionary Learning Schools”

Think about how pupils might Record their reading progress Talk about their learning STRUGGLES in celebration assemblies

(rather than their good or best work) Lead parent meetings talking with their teacher and parents about

their learning Best contribute to their own reports Be best prepared for a conversation about their attainment and

progress with OFSTED or with governors

And finally…………

Where’s the evidence?

Jenny Short (Inspir.ed)March 2015

AAIA SW 2015 Conference

Exploring and Evidencing Mastery Learning -children as the best advocates of their own learning!