app in geography
DESCRIPTION
Power Point outlining the main changes expected as a result of the introduction of APP (Assessing Pupils Progress) in GeographyTRANSCRIPT
WelcomeSwindon
& Wiltshire
Geography Conference 2009
Programme
09.15 Welcome and introductions 09.25 The new KS3 curriculum 10.45 Coffee 11.05 The new KS3 curriculum – sharing good practice11.45 Developments in the GCSE curriculum12.30 APP13.00 Lunch 14.00 Workshops15.00 Updates 15.15 Plenary
Geography at KS4
•Discuss choices at GCSE to share intelligence and issues•Share understanding of controlled conditions•Learn more about diplomas
Controlled Assessment
Controlled Conditions
Coursework - issues
• Plagiarism• Too much scaffolding• Difficult for examiners to identify and
differentiate what the students had done• Parental help – 1/20 said they had done
coursework!• Lack of a computer at home can means
that students are disadvantaged• Custom made essays
Controlled Assessment
New QCA rules• High, medium, low levels of control• Feedback operates under tight guidelines specified by
the exam board e.g. no re-drafting• Students get limited time in which to complete the work• Students work individually• Access to resources limited to those specified by the
board• Work kept in secure storage in school • ICT systems need to develop robust systems to ensure
security
Controlled conditions – a whole school issue
• Secure storage
• ICT – access, facilities in school
• The timetable – all in 1-2 days or over a period of time?
• Skills
• Feedback
Assessing Pupil Progress
in Geography
Aims of this session
• To develop an understanding of the APP process• To provide opportunities for participants to consider the
implications for strengthening assessment in schools by using the APP process.
Outline• The context – ways of looking at assessment• APP – what will we be required to do?• What can be learn from the pilot/trial schools• What are the benefits of this approach• The next steps
Where are you?
• I feel confident when assessing my student’s levels• Assessment is at the heart of learning in my lessons• My school has a rigid assessment systems that do not
necessarily support learning in geography• I know what my colleagues do and we are all consistent
in our approach and levelness• I tend to use a narrow range of evidence to base my
assessment of progress e.g. one task• I am confident when tracking progress and curricular
target setting with my classes• I am familiar with APP practices in core subjects
ASSESSMENT FOR LEARNING
• Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
The Context
APP in FS2010?
APP in core subjects2006-72008-9
Subject Specific guidancee.g. feedback, target setting
2004-5
Whole School ThemeAFL
NS folder2004
T&L in FS2002
Black Box research1990’s
AFL
AfLembedding
acrossthe
curriculum and a
key element of
wholeschool
improvement
How will APP impact on teaching
and learning in
geography?
Assessment: ways of looking
Standing back
Public view
Close up Day-to-day
Periodic
Transitional
Day-to-day
Periodic
Transitional
Ways of looking : key features
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 influence future choices and options
Assessing Pupil Progress
• Do we need it?
What are APP materials?• Assessment Guidelines – criteria for
making periodic judgements grouped by ‘assessment focus’
• Standards Files – annotated collections of evidence from a pupil which represent a particular level
• Handbook with guidance
Assessing Pupil Progress
SO .... what exactly do you do?
Assessing Pupil Progress
Take a range of evidence showing what a student can do.
Assessing Pupil Progress
Use the APP materials to decide on a level boundary.
Take a range of evidence showing what a student can do.
Assessing Pupil Progress
Take a range of evidence showing what a student can do.Use the APP materials to decide on a level boundary.
Use this to ‘benchmark’ the other pupils in the group.
Assessment Guidelines
Assessment Focus 1
Assessment Focus 2
Assessment Focus 3
Level 6
Level 5
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Assessing Pupil Progress
Diagnose strengths and weaknesses. Review curriculum planning to support progression
Use this to ‘benchmark’ the other pupils in the group.
Take a range of evidence
Use the APP materials to decide on the level boundary.
Assessing Pupil Progress
Use this to ‘benchmark’ the other pupils in the group.
Use a range of evidence showing what a student can do.
Use the APP materials to decide on a level boundary.
Review pupil work holistically
Identifies key elements Helps ‘professional
Judgement
Securing class Assessment
Review of SoWModeration
Diagnose strengths and weaknesses. Review curriculum planning to support progression
Assessing Pupil Progress
• Look at the work holistically
• Identifies key elements of each level
• Helps with ‘professional judgement’
• Encourages moderation
• Promotes curriculum development
The Geography Conference 2010
22 June 2010
PDC Melksham