Assessment october inset lp

ASSESSMENT in KS3 2nd October 2015

“Instead of using classroom

assessments to identify strengths and gaps in pupils’ knowledge and understanding... teachers

were simply tracking pupils’

progress toward target

levels.”The Commision on Assessment without

Levels Final Report, September 2015

“However, the system has been so

conditioned by levels that there is

considerable challenge in moving

away from them. We have been concerned by evidence that some schools are trying to recreate levels based on the new national curriculum. ”

The Commision on Assessment without


“Levels did not lend themselves to assessing

the underpinning knowledge and

understanding of a concept. For example, using certain vocabulary in written work was indicative of a level, but did not necessarily provide evidence of conceptual understanding. The changes

to the new national curriculum now provide

the basis for a different, more secure assessment based on deeper learning.”

The Commision on Assessment without


Assessment is not about assigning a

number, a level or a grade to children

or to their work.

Fundamentally, it is finding out what the children can and cannot do in your subject.

National

Curriculum levels

are, and always

have been, vague

and unhelpful.

Pupils’ writing is confident and

shows appropriate and imaginative

choices of style in a range of forms.

Pupils’ writing in a range of forms is

lively and thoughtful.

LEVEL 7

LEVEL 4

Plot and characterisation are

convincingly sustained

Plot and characterisation are

effectively constructed and

sustained.

B

A / A*

“Even a well crafted

statement of what you need

to get an A grade can be

loaded with subjectivity -

even in subjects such as

science.”

Tim Oates

Before designing or selecting an

assessment method, we should be clear:

● why pupils are being assessed

● the things which the assessment is

designed to measure● what the assessment is intended to

achieve● how the assessment information will

be used

Assessment

should guide

and drive T&L

What does it look

like to be a master

in your subject?

“Teachers need to

become

assessment

kleptomaniacs.”Tim Oates

Formatively assess in different ways:

● Question and answer

● Short quizzes

● Group discussion

● Whole class discussion

● Mark their work

● Talk to them

● Homework

● Peer feedback

● Projects and research

Use different

methods of

recording and

assessing

knowledge and

skills.

Presentations,

animations,

podcasts,

blogs...

USING QUESTIONS INSTEAD OF CRITERIA

‘Can compare two

fractions to decide

which is bigger’

Dylan William

‘Can compare two fractions to decide

which is bigger’

Which is bigger:

a.3/7 or 5/7

a.5/7 or 5/9

90% of 14 year olds get this right.

15% of 14 year olds get this right.

‘Understand what a verb is’

Which of the following words can be

used as a verb?

a. run

b. tree

c. car

d. person

e. apple

90% will get this right

‘Understand what a verb is’

In which sentence is ‘cook’ a verb?

a. I cook a meal.

b. He is a good cook.

c. The cook prepared a lovely meal

d. Every morning, they cook breakfast.

e. That restaurant has a great cook.

20% will

get this

right

● Define criteria through questions,

groups of questions and question

banks

● Instead of having teachers make

a judgement about whether a

student has met each criteria,

have students answer questions

instead

These questions give not a

level or a number, but

reliable information on what a student can and cannot do.

Real data, not ‘junk data’. Bodil Isaksen

● identify trends and skills gaps

● identify misconceptions or issues

● identify where students have

started to go wrong

USING STUDENT WORK INSTEAD OF CRITERIA

Often, we do want to

assess knowledge and

understanding through

an open ended

question

Understand how authors use structure, language and form to create specific effects

E.g. How does Dickens

create suspense in

Chapter 1 of Great

Expectations?

Band 5 - perceptive, sophisticated analysis of a wide range of

aspects of language supported by impressive use of textual detail

Band 4 - developed, assured analysis of a wide range of aspects

of language supported by convincing use of textual detail

Band 3 - consistent, clear understanding of a range of aspects of

language supported by relevant and appropriate textual detail

Band 2 - some familiarity with obvious features of language

supported by some relevant textual detail

Band 1 - limited awareness of obvious features of language

Do we just accept less

accurate marking?

Comparative

judgement vs absolute

judgement

“Sophisticated!” “Assured!”

“Even a well crafted

statement of what you need

to get an A grade can be

loaded with subjectivity -

even in subjects such as

science.”

Tim Oates

For each scheme you

have the list of skills

and knowledge that

you want the students

to learn

What could a Year 8

student who is on track

to achieve an A

produce in this

assessment?

What does excellence

look like?

You are the experts!

The student work becomes

the mark scheme

You then have a bank

of exemplars for future

teaching

“Defining the butterfly”

Tom Sherrington

“Knowing the

standards to set the

standards”

Tom Sherrington

The exemplar bank

shows the students

what excellence looks

like - what the finished

butterfly should look

like

What would have happened if Austin had

started at draft 4, 5 or 6?

Comparison to

excellence is the realscale

Why does your heart

beat faster during

exercise?

Chase the best

“Let’s define standards by looking

at the very best examples of work

that students can produce - and

let’s share that information with our

students and each other so that

our sights are continually being set higher...”

Tom Sherrington, ‘Defining the Butterfly’

“... Let’s be very clear about the

depth and rigour of the answers

we expect students to give at each

level in our curriculum so that we’re

not accepting work they could

have produced years ago...”


“... It should be a routine part of

departmental discourse to clarify expectations of standards

referring to the exemplar materials

on hand.”


Are they on target

to achieve?

Assessment october inset lp

Education