assessing pupil progress in science (app) department cpd session spring 2009

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Assessing Pupil Progress in Science (APP)

Department CPD sessionSpring 2009

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Objectives

To:

• explore how APP can support the assessment policy within a science department;

• consider how APP can be introduced and developed within science departments.

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Outcomes

Participants will have:

• developed an understanding of the APP process and materials;

• identified key steps in planning strategically for the phased introduction of APP.

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Key MessagesAPP is designed to:

• empower teachers to use their everyday classroom activities to give more meaningful feedback to learners;

• analyse by assessment focus the relative strengths and weaknesses of each pupil;

• use this information to set curricular targets to strengthen pupils’ learning and inform future teaching;

• engage teachers and learners in all year groups at KS3 in periodic assessment to raise attainment.

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APP is not:

• to replace all other forms of assessment;

• independent of other assessment processes;

• a portfolio per pupil;

• a test completed at regular intervals.

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How does APP help teachers?• Supports teachers to make judgements of

pupils’ progress within How science works using contexts from the range and content.

• Values the professional judgements of teachers.

• Tailors planning to promote progression.• Supports the fine-tuning of learners’

needs.

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APP has the potential to enhance pupils’ progress by:

• Increasing consistency and reliability of teacher assessment.

• Supporting teachers in aligning their judgements systematically with national standards.

• Linking day-to-day and periodic approaches to assessment.

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What can APP do to help pupils?

• Uses a wide range of evidence to help pupils to demonstrate their achievement.

• Informs them of their next steps.

• Develops skills which help them to become independent learners.

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Ways of looking at assessment

Close up Standing back Public view

GEORGE BERNARD / SCIENCE PHOTO

LIBRARYDAN SAMS / SCIENCE PHOTO LIBRARY

TONY CRADDOCK / SCIENCE PHOTO

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Standing back

Public view

Close upDay-to-

day

Periodic

TransitionalTONY CRADDOCK / SCIENCE PHOTO

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DAN SAMS / SCIENCE PHOTO

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GEORGE BERNARD / SCIENCE PHOTO

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Day-to-day

Periodic

Transitional

Learning outcomes shared with pupils

Peer- and self-assessment

Immediate feedback and next steps for pupils

Broader view of progress for teacher and learner

Use of national standards in the classroom

Improvements to curriculum planning

Formal recognition of achievement

Reported to parents/carers and next teacher/school

May use moderated and validated tests and tasks

Key features

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APP materials

APP HandbookStandards FileStandards FileStandards FileStandards FileStandards FileStandards Files

Assessment GridAssessment GridAssessment GridAssessment Guidelines

APP and Senior leader Guidance

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APP Handbook

• Explains the whole-school context for assessment and introduces APP as a tool for periodic assessment. Provides all of the practical guidance that departments will need to develop and embed APP in science.

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The Standards Files

• The Standards Files are exemplifications of national standards. These will help you reach consistent and reliable judgements about national curriculum levels in science. They are described in the appendix of the handbook.

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APP Guidance

• Booklet to support SLT with the implementation of APP.

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Assessment guidelines

• These are the 5 How science works assessment

focuses (AFs) covering levels 3–8.

• There are assessment criteria for each AF, at each level.

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Assessment Guidelines – What do they look like?

Level AF1 AF2 AF3 AF4 AF5

8

7

6

5

4

3

Assessment criteria

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Task 1: Which AF could be assessed by these activities?

– Doing a practical.– Collecting first-hand data.– Taking a table of results and deciding how to

represent the data.– Making a model of a cell.– Using the idea of particles to explain how

gases diffuse.– Dialogue with each other or the teacher.

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Task 2

• Consider some of the pupil evidence.• Decide which AF.• Look more closely and narrow down the

levels.• Check with the level on either side. Decide

which level shows the best match.

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Task 2 (continued)

• What feedback could you give to the pupil?

• What opportunity would you give the pupil to move to the next level?

• Share what you have learned about the process?

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Standardisation

• Compare your assessments with other members of the team and discuss:– How close are they?– Which guidelines helped you to assign a

level?

• Agree the best fit to the assessment guidelines.

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Task 3Making a periodic assessment of pupil progress• Refer to the pupil and teacher record

sheets on handouts 3.7 and 3.8. In pairs discuss and agree:– The overall judgement about the level the

pupil is working at (a periodic assessment).– How you made the judgement. – How confident you are in your judgement.

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Recording evidence from pupils

• Electronic tick list/mark book.• Poster/wall display to record pupil progress.• Pupil sheet for personal overview to record location of

evidence.• Level ladder where pupils’ names can be moved along to

show progress.• Pupils recording evidence themselves.

NB: These layers of recording encourage pupil ownershipof their progress and ensure evidence is visible should apupil mislay a book.

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Task 4: What will APP look like in practice?

Handout 4.1 shows different stages in APPpractice.

Use this to help you identify your next steps

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Planning for the implementation of the APP practice in your department• What are we going to do now?• Where do we want to be in September?• If we pilot this in the summer term, which

groups?• What actions do we need to put into place?• What support do we need? • How will we evaluate the practice and impact?• Use the calendar to plan the time line.

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