Evidence Gathering. Process Es&Os Learning Intentions Success Criteria o used to focus observations o used to evaluate the learning o used to inform self.

Evidence Gathering

Process

Es&Os Learning Intentions

Success Criteriao used to focus observations

o used to evaluate the learningo used to inform self & peer assessment

evidence that supports learning & teaching

Accessing the NAR materials• Internet search• www.nationalassessmentresource.org.u

k• Select from –

Local authority school & nurseries via Glow orIndependent Schools & Colleges via SQA

• Glow /SQA details• Browse assessment exemplars• If already in Glow, go to National site

area and click on NAR banner

Advance search• Feedback• Parental involvement• Learning logs• Learning journals• Peer evaluation• Self evaluation• Thinking skills• Skimming and scanning• Reporting to parents• ...

NAR

say write make do

Assessment evidence may come from things pupils

in response to their learning experiences.

• video clips• audio clips• transcript• diaries• reports• PowerPoint

presentations• notes• posters

• observations• photographs• drawings• models• checklists• highlighting• cartoons• storyboards• ...

say write make do Possibilities!

Health and wellbeing & ScienceSC: Through research pupils are able to describe the short/long term harmful effects of alcohol on the body and so how best to prevent them

‘Trash & Treasure’ activity + commentarysay

Literacy & Social subjects

SC: I can create the front page of a newspaper by utilising the key features of a front page: columns, headlines, sub headings, pictures

photograph & reportwrite

poster & peer assessment activity

Health and wellbeing & ScienceSC: Chambers correctly identified. Direction of blood flow correctly labelled. Oxygenated and de-oxygenated blood correctly identifiedmake

Research in action and data handling

Numeracy & Social subjectsSC: Select and use the proper equipment to collect weather data.Use the correct units of measurement to enter data under the correct heading in the prepared table.

do

Numeracy & Art and designSC: I can evaluate my work and identify where there is understanding of proportion

artwork and ‘walk about talk about’ activity

say

Notes & teacher annotations

Literacy & Social SubjectsSC: I can show an understanding of people in a photograph by the words and phrases that I use

write

work in progress and final piece

Numeracy & Art & designSC: I can apply the techniques of scaling up an image to produce an enlarged drawing

make

do

Health and wellbeing & Social subjectsSC: I can organise a range of foods into their specific group.

Visiting the local supermarket where they were given a guided tour which highlighted how the stock was organised according to food groups. 

self-assessment checklistsay

Literacy & RMESC: I can work in a group to exchange information, give explanations and opinions of the characteristics of Joseph, Jacob and brothers

information poster & artwork

Literacy & ArtSC: I can show understanding of my chosen artist’s life

and paintings

write

Kyle AcademyHistory Department

NAR SampleS2 - Holocaust

To assess an outcome from ‘Health and Wellbeing’ that is the responsibility for all through a suitable Social Subjects

Outcome.

Health and wellbeing & Social studiesSC: Pupil response included subject specific language and clearly contextualises their learning through developed talk of their own emotional response to their learning.

PowerPoint presentationmake

Pupils at Work – Activity 2 and 3

do

Evidence Used for Assessment Activity 1

Rachael, Rachael and ElliotLearner 4, 5 and 6say

game cards designed by pupils

Health and wellbeing & ScienceSC: Cards made cover key areas of diet, exercise and smoking and questions and

answers demonstrate understanding of role each key area plays.

do

traffic lights checklist

Health and wellbeing & ScienceTraffic light sheet before and after fitness test demonstrates an ability to accurately evaluate their own fitness level. When questioned can confidently relate current fitness level to activity levels and performance in fitness test. do

One of the main messages of BtC5 is that we now value a range of evidence of learning when making decisions about pupil progress. We need to plan for assessment at the same time as planning for teaching and learning. You can look at the exemplars on NAR to help you with your thinking and practice around evidence gathering.