area networks autumn 2008 assessing pupils’ progress – leadership and management

Area NetworksAutumn 2008

Assessing Pupils’ Progress – Leadership and Management

‘If you don’t know where you are going, you’re

unlikely to end up there’

Forrest Gump

Ofsted’s commonest finding:

‘Assessment does not sufficiently inform teaching and learning.’

Myths about APPOnce upon a time…

• A magic spell…

• The wicked witch…

• The ugly sisters….

• Snow White….

Myths about APPOnce upon a time…

• APP spells the end for league tables

• The wicked witch…

• The ugly sisters….

• Snow White….

Myths about APPOnce upon a time…

• APP spells the end for league tables

• Ofsted will want to see APP in place now!

• The ugly sisters….

• Snow White….

Myths about APPOnce upon a time…

• APP spells the end for league tables

• Ofsted will want to see APP in place now!

• Single level tests and APP are the same thing

• Snow White….

Myths about APPOnce upon a time…

• APP spells the end for league tables

• Ofsted will want to see APP in place now!

• Single level tests and APP are the same thing

• 6 or 7 little friends not 30!

Premise

Are we here to:Install a system for APP?

Or

Make a difference to the quality of teaching and learning ?

Activity

Discussion time in your school groups.• What are the main issues in your school

around securing judgements?• What do you consider to be the key outcomes

of implementing APP in your school?• What have been your initial successes and

concerns when introducing the APP process?

Leadership and Management of APP

Key messages:• APP is about improving teaching and learning• Process of implementation will take time• Leadership by the Head Teacher and SLT is

crucial• Moderation process is fundamental• Implications for your school beyond

assessment – e.g. guided work

Key messages cont.

• Shift of focus from the end of key stage tests and assessments

• Your tracking system is only as good as the information you put into it.

Lessons learned

• Time taken to become familiar with the AF’s and the APP process

• Adequate planning for change• Involvement and understanding of senior

leadership • Link to whole school improvement and

priorities • Appreciation of impact on teaching and

learning – not a tick list of attainment

Benefits

• Improved understanding of NC levels• Confident and accurate assessments• Wider range of evidence across the full

breadth of the curriculum• More ownership of responsibilities for

standards and progress among teachers• Better appreciation of integration of

assessment and teaching and learning.

Activity

• Opportunity to consider your own starting points and phases of implementation

Reflection for Leaders

• Time to reflect and generate questions

• Check the FAQs – are there still things you need to know now?

• What do you need to know next?

Support for school leaders

• Support on the assessment area of the Primary Framework

• Guidance for planning in-school standardisation and moderation

• Supporting school leaders pack• www.standards.dcsf.gov.uk/primaryframework

– Assessment tab for APP– CPD tab for leadership materials

Dimensions of change

VisionVision SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans

VisionVision SkillsSkills IncentivesIncentives Action PlansAction Plans FrustrationFrustration

VisionVision SkillsSkills IncentivesIncentives ResourcesResources False StartsFalse Starts

VisionVision SkillsSkills ResourcesResources Action PlansAction Plans Slow ChangeSlow Change

SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans ConfusionConfusion

VisionVision IncentivesIncentives ResourcesResources Action PlansAction Plans AnxietyAnxiety

SuccessSuccess

Jacqueline S. Thousand & Richard A. VillaManaging Complex Change; 2001

The “Evolution” of Sub-levels

L2

L1

L3

L3c

L1a

L2a

L2b

L2c

L3b

L1b

High

Secure

Low

High

Secure Level 2

Low

An “intelligent” sublevel within an AT

Numbers&

NumberSystem

Fractions&

Decimals

Operations&

Relationships

NumericalProblems

WrittenMethods

Assessment: ways of looking

Close-up Standing back Public view

Ways of looking – pupilsClose-up

• immediate feedback in specific aspects

• relevant next steps

• reflection on learning as it is happening

Public view

• formal recognition of achievement

• influences future opportunities and next choices

What is often missing?