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