welcome to assessing and reporting bridge of allan primary school parent workshop wednesday 5 th...
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Welcome to Assessing and Reporting
Bridge of Allan Primary SchoolParent Workshop
Wednesday 5th March 2014
CURRICULUM for EXCELLENCEBuilt around the 4 capacities:-Successful Learners Confident Individuals Responsible Citizens Effective Contributors
Early
First
Second
Third
Fourth
I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods. MNU 0-10a
I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. MNU 1-10a I can use a calendar to plan and be organised for key events for myself and my class throughout the year. MNU 1-10b I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers. MNU 1-10c
I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning. MNU 2-10a I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use. MNU 2-10b Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance. MNU 2-10c
Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance. MNU 3-10a
I can research, compare and contrast aspects of time and time management as they impact on me. MNU 4-10a I can use the link between time, speed and distance to carry out related calculations. MNU 4-10b
Why do we assess?
Support LearningPlan next steps
Track progress
Recognise achievement
Inform learners
Inform parents/carers
Promote engagement
Assessment evidence may come from things that learners
say write make do
in response to their learning experiences.
Validity Reliability Proportionality
What does assessment look like?
Say‘A lot of people don’t know that the sun isn’t a
planet. It’s a star thingy but it
doesn’t look like a star’
‘The Egyptian farmers would not have had
successful crops if it wasn’t for the water supply from
the Nile…’
Write
‘As Lilith and Catie sat painting the little, wooden toy trains, they
stared up at the massive Christmas tree that had arrived that morning. At this time Santa Land looked it’s best, with all the bright Christmas lights, jingling
bells and the sparkling tinsel covering the workshop. Lilith and
Catie looked a sorry sight…’
Instructions
Reports
StoriesMaps/Plans
Scripts
ExplanationsJustifications
Calculations
E-mails
Messages
Make
Do
How?
‘Moderation is the term used to describe approaches for arriving at a shared understanding of standards and expectations for the broad general education.’
‘It involves teachers and other professionals as appropriate working together drawing on guidance and exemplification and building on existing standards and expectations’
(Building the Curriculum 5: A Framework for Assessment, p. 36).
How do we clarify standards and expectations?
Assessment during
learning
Taking a close lookat individual progress…
Assessment of key
milestones in learning
Progress and achievement
Holistic assessment judgements to ‘sum up’
Transitions
On-going
Periodic Periodic
When will we assess?
Significant Points in School Year
Transition Information August Baseline Assessments On-line Assessments (INCAS / PIPS) February Up-dates May Check-ups Transition Preparation
Analysing Data / InformationPlanning Learning and TeachingQuality AssuranceModeration
AifL
COVERAGE(Broad tracking of the O+Es)
+
DEPTH OF LEARNING(Breadth / Challenge / Application)
What evidence of progress will we see?
When will progress be reported?
Learning IntentionsHome / School
Communication Book
Staged Intervention Homework
Pupil Profiles
Folios of work
Annual Progress Report
Open Door Policy
Parents Nights
On-goingCommunication
Open Nights
Achievement within a CfE level
(Developing / Consolidating / Secure)
Across the 8 curricular areas
Strengths and areas for development
Share learning intentions
Specific support for individuals
How will progress be reported?
ASSESSMENT LEADING TO QUALIFICATIONS AND AWARD
Broad General Education (1st-3rd Year)
National 4 and 5 (4th Year)
Highers (5th Year)
Advanced Highers (6th Year)
Where Can I find More Information?
Useful Site: www.educationscotland.gov.uk
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