assessment october inset lp
TRANSCRIPT
ASSESSMENT in KS3 2nd October 2015
“Instead of using classroom
assessments to identify strengths and gaps in pupils’ knowledge and understanding... teachers
were simply tracking pupils’
progress toward target
levels.”The Commision on Assessment without
Levels Final Report, September 2015
“However, the system has been so
conditioned by levels that there is
considerable challenge in moving
away from them. We have been concerned by evidence that some schools are trying to recreate levels based on the new national curriculum. ”
The Commision on Assessment without
Levels Final Report, September 2015
“Levels did not lend themselves to assessing
the underpinning knowledge and
understanding of a concept. For example, using certain vocabulary in written work was indicative of a level, but did not necessarily provide evidence of conceptual understanding. The changes
to the new national curriculum now provide
the basis for a different, more secure assessment based on deeper learning.”
The Commision on Assessment without
Levels Final Report, September 2015
Assessment is not about assigning a
number, a level or a grade to children
or to their work.
Fundamentally, it is finding out what the children can and cannot do in your subject.
National
Curriculum levels
are, and always
have been, vague
and unhelpful.
Pupils’ writing is confident and
shows appropriate and imaginative
choices of style in a range of forms.
Pupils’ writing in a range of forms is
lively and thoughtful.
LEVEL 7
LEVEL 4
Plot and characterisation are
convincingly sustained
Plot and characterisation are
effectively constructed and
sustained.
B
A / A*
“Even a well crafted
statement of what you need
to get an A grade can be
loaded with subjectivity -
even in subjects such as
science.”
Tim Oates
Before designing or selecting an
assessment method, we should be clear:
● why pupils are being assessed
● the things which the assessment is
designed to measure● what the assessment is intended to
achieve● how the assessment information will
be used
Assessment
should guide
and drive T&L
What does it look
like to be a master
in your subject?
“Teachers need to
become
assessment
kleptomaniacs.”Tim Oates
Formatively assess in different ways:
● Question and answer
● Short quizzes
● Group discussion
● Whole class discussion
● Mark their work
● Talk to them
● Homework
● Peer feedback
● Projects and research
Use different
methods of
recording and
assessing
knowledge and
skills.
Presentations,
animations,
podcasts,
blogs...
USING QUESTIONS INSTEAD OF CRITERIA
‘Can compare two
fractions to decide
which is bigger’
Dylan William
‘Can compare two fractions to decide
which is bigger’
Which is bigger:
a.3/7 or 5/7
a.5/7 or 5/9
90% of 14 year olds get this right.
15% of 14 year olds get this right.
‘Understand what a verb is’
Which of the following words can be
used as a verb?
a. run
b. tree
c. car
d. person
e. apple
90% will get this right
‘Understand what a verb is’
In which sentence is ‘cook’ a verb?
a. I cook a meal.
b. He is a good cook.
c. The cook prepared a lovely meal
d. Every morning, they cook breakfast.
e. That restaurant has a great cook.
20% will
get this
right
● Define criteria through questions,
groups of questions and question
banks
● Instead of having teachers make
a judgement about whether a
student has met each criteria,
have students answer questions
instead
These questions give not a
level or a number, but
reliable information on what a student can and cannot do.
Real data, not ‘junk data’. Bodil Isaksen
● identify trends and skills gaps
● identify misconceptions or issues
● identify where students have
started to go wrong
USING STUDENT WORK INSTEAD OF CRITERIA
Often, we do want to
assess knowledge and
understanding through
an open ended
question
Understand how authors use structure, language and form to create specific effects
E.g. How does Dickens
create suspense in
Chapter 1 of Great
Expectations?
Band 5 - perceptive, sophisticated analysis of a wide range of
aspects of language supported by impressive use of textual detail
Band 4 - developed, assured analysis of a wide range of aspects
of language supported by convincing use of textual detail
Band 3 - consistent, clear understanding of a range of aspects of
language supported by relevant and appropriate textual detail
Band 2 - some familiarity with obvious features of language
supported by some relevant textual detail
Band 1 - limited awareness of obvious features of language
Do we just accept less
accurate marking?
Comparative
judgement vs absolute
judgement
“Sophisticated!” “Assured!”
“Even a well crafted
statement of what you need
to get an A grade can be
loaded with subjectivity -
even in subjects such as
science.”
Tim Oates
For each scheme you
have the list of skills
and knowledge that
you want the students
to learn
What could a Year 8
student who is on track
to achieve an A
produce in this
assessment?
What does excellence
look like?
You are the experts!
The student work becomes
the mark scheme
You then have a bank
of exemplars for future
teaching
“Defining the butterfly”
Tom Sherrington
“Knowing the
standards to set the
standards”
Tom Sherrington
The exemplar bank
shows the students
what excellence looks
like - what the finished
butterfly should look
like
What would have happened if Austin had
started at draft 4, 5 or 6?
Comparison to
excellence is the realscale
Why does your heart
beat faster during
exercise?
Chase the best
“Let’s define standards by looking
at the very best examples of work
that students can produce - and
let’s share that information with our
students and each other so that
our sights are continually being set higher...”
Tom Sherrington, ‘Defining the Butterfly’
“... Let’s be very clear about the
depth and rigour of the answers
we expect students to give at each
level in our curriculum so that we’re
not accepting work they could
have produced years ago...”
Tom Sherrington, ‘Defining the Butterfly’
“... It should be a routine part of
departmental discourse to clarify expectations of standards
referring to the exemplar materials
on hand.”
Tom Sherrington, ‘Defining the Butterfly’
Are they on target
to achieve?