hampshire assessment model, - hants
TRANSCRIPT
Hampshire Assessment Model,
informed by NAHT model for assessment,
for discussion and development
May 19th 2015
County Assessment strategy (primary) Where are we now?
• Consultation on performance indicators
– The removal of levels was based on the principle that schools are best placed to develop their own high-quality formative assessment systems, which are diagnostic and which are not necessarily nationally referenced.
– The intention of the performance descriptors is to provide summative assessment at the end of Key Stages 1 and 2 only.
They are not intended to inform ongoing assessment.
Commission on Assessment
Without Levels
• Responses to the consultation raised concerns that performance descriptors could be applied to formative assessment in a way that is not intended .
• As a result of some of the conflicting responses to the consultation, we will work with relevant experts to determine the most appropriate course of action to address the concerns raised and will inform schools of the agreed approach by September 2015.
• In the meantime, and to help with this, the Government is establishing a Commission on Assessment Without Levels to collate, quality assure, publish and share best practice in assessment with schools across the country.
Hampshire’s emergent thinking
• Background research, drafting materials, trialling ideas in English, Mathematics, Science and in assessment and tracking.
• Building on key principles that underpin effective curriculum, teaching and assessment practice through: – Assessment networks
– En and Ma core subject leader networks
– Bespoke support to individual schools and networks
• Seeding ideas and gathering feedback from schools at a range of levels
• Assessment and tracking systems currently available: are we holding onto “levels” based thinking?
The prize?
• In Hampshire…
• It surely cannot be about doing things the same?
• How might we re-think curriculum, teaching and the role of assessment in order to change the game?
• How do we make sure we spend time on professional development in the critical areas?
• What existing thinking can we draw upon?
• What new thinking is needed?
• What it’s not…..
1. The prize for getting this right:
turn opportunities into improvement
2. The principles of linked curriculum,
teaching and assessment thinking
3. Defining clearly the learning journey
in each subject domain
4. Exemplify a range of revealing assessments
activities
5. Modelling planning processes
that embed assessment activities
6. redefine the nature and purposes of intervention and
differentiation
7. Create effective recording and
tracking systems
8. Develop robust moderation processes to
exemplify the journey to "mastery"
9. Create clear models for reporting
to internal and external audiences
A sequence of principled steps
that inform our model
Mastery Learning and goals;
catch up/ keep up
Developing a coherent
assessment strategy
Some big ideas
“Mastery”
• A learning journey
not just a destination
• Pupil-Paced
Learning
• Sufficiency
• Catch up, and keep
“on track”?
A working model for
“Masterly Learning”?
Unit of
learning
and
objectives
Sufficiently
Learnt?
Yes
No
enrich
Correct
Next unit
of learning
and
objectives
Correct No
Adapted from
Bloom, 1971
Working definitions of “mastery”
• In Maths: Over time and represented in multiple ways, use mathematical language to link related ideas, think mathematically and independently apply it to a totally new problem in an unfamiliar situation.
Adapted from Drury, H (2014) Mastering mathematics, Teaching to transform achievement OUP
• In English: select and combine elements from across appropriate domains with sufficient proficiency over time, in a range of known and unknown contexts to successfully comprehend or communicate meaning and intent
• In Science: Understand the specific key ideas in each science topic, and in each lesson and ensure they can apply them independently.
• In other subjects?
Mastery learning
• The Hampshire model expects that children will deepen their grasp of key ideas, over time, rather than move on and leave gaps behind
• Through being well taught and given curriculum opportunities they will develop and demonstrate their resourcefulness and versatility, (in an age appropriate way)
• This will be evident in their capacity to applying their knowledge, skills and understanding with (sufficient): – Fluency over time
– Independence
– Resilience to deal with complexity and new contexts
• This does not mean that all pupils achieve the same degree of mastery… but it is at least sufficient, so that they can make successful progress through the fundamental ideas. No one left behind
Walls
• Key ideas, sufficiently understood and linked
• Secure foundations and strong, interlocking bricks.
• Taking care to leave no significant gaps
• Echoes the year group curriculum “layers”
• Benefits for lower and higher attaining pupils?
Securing success through
feedback and action
• What matters? – Every pupil
– All the curriculum
• Mindset shift? – Every adult
– Every pupil
• Assessment “alongside and inside”
• Prompting not avoiding: – Misconceptions,
– fragile skills,
– hesitant recall
Challenge for all
• From Surface to Deep,
over time
• What is the minimum
expectation for every
pupil so they are
secure for the next
learning step?
From Surface to Deep
Bright Spots: 10th September 2014
Why Differentiate?
• Same objective for all pupils
• Pupils are all different
• We may need different tasks to get them to the same expectations
• Pupils are all different
• You need different objectives
• We need tasks that get them to different expectations
From
To
Why we do need to differentiate:
the significance of variation
• We see things differently
• Our awareness needs focus
• We learn through seeing how things connect
• We learn through comparison
Variation Theory and the Improvement of Teaching
Mun Ling Lo 2012
Re-imagining Differentiation
• Differentiates , not by a teacher’s notion of “ability”, but through the teacher’s insights into the way each learner is “seeing” the learning intention of the task.
• This derives from more assessment alongside pupils, not just of them, and draws on deep subject knowledge, including knowing where to anticipate and how to provoke, misconceptions
• Finding the right, “different”, ways to get them all to a sufficiently secure point.
The sweet spot
Knowledge of the pupil
Expectations Knowledge
of the subject
Challenge
Are we getting there? • How many pupils are securely on
track to age related expectations?
• Age related progression steps or “Milestones”, rather than overlapping levels.
• What progress is being made in ensuring more children achieve this over the year?
• If all children are on track then how are you ensuring their learning is deepening?
• How do you robustly evaluate this from moderation and tracking at individual, group and cohort level?
Continuous and Diagnostic Assessment
Mastery Learning and goals;
catch up/ keep up
Walls: the curriculum builds
on and links
Growth mindsets and formative
feedback
Solo Taxonomy: from surface to
deep
Variation theory- learning focus and
differentiation
Periodic and annual summative
assessment &
robust moderation
Some big ideas that underpin the work in HIAS to develop a coherent assessment strategy
The Global Model for English,
Mathematics and Science
• We are developing an example of one model for assessment that is intrinsically linked into curriculum and teaching - there will be others
• Schools must do their own hard thinking to make this all work well in terms of improving the quality of individual pupils’ ‘knowing about the matters, skills and processes specified in the relevant programmes of study’
• The role of this model is to provide a well-thought out example to help schools on that development, that they can appropriately adopt and refine or adapt to their own contexts
Our Proposal:
• It is proposed to offer schools a range of
development opportunities to either:
– Work alongside HIAS and each other in school
network groups to refine and establish a Hampshire
Assessment Model, or
– Draw upon the expertise and challenge of working in
existing assessment and subject networks HIAS
networks and/or commission individual or small group
consultancy to develop their own models
Key features
1. Manageable “phases” of assessment
2. Interweaving the “domains” in each subject
3. Tracking progress against milestone standards (graduated, secure and moderated)
4. Building the learning journey: from Apprentice to Expert
5. Developing tracking and reporting formats
1. Manageability: Phases
– mapping a curriculum which enables children to demonstrate, apply and combine their competencies in broader and increasingly challenging contexts as the year progresses
– mapping the range of assessment foci, appropriate to the year, across all domains
– Ensure fundamental ideas are introduced earlier in each year (Phase 1)
– Most challenging ideas build upon what is being secured earlier (Phase 2&3)
– Working across domains is key to improving mastery
Adopt, adapt…
Alternative format
Adopt, adapt…
WORD
READING
2. Inter-relationship of domains -
Reading
• Development and assessment of word reading is essential to support reading fluency and accuracy
• Children can still develop aural comprehension, even if they are unable to decode
• Proficient readers draw upon the various domains to varying degrees when building a coherent understanding of a text
• The predominant domain used in the Primary Phase is expected to be ‘comprehension’ (weighting in assessments)
• Children will be expected to draw upon a range of domains to perform at age-related expectations in both key stages (including Word Reading)
Comprehension
Inference
Language for Effect
Themes and conventions
Approximate weightings of
assessed reading strands from
Key Stage 1 to Key Stage 4
0
10
20
30
40
50
60
70
80
90
100
Key Stage 1 Key Stage 2 Key Stage 4(Language)
Language for Effect
Inference
Comprehension
Themes andConventions
Inter-relationship of domains -
Writing
• Children are expected to
secure fluency in all
domains at the
appropriate, age-related
standard
• Accuracy of technical
skills in grammar and
punctuation should not
be assessed in isolation
• Composition is the
dominant domain
Transcription
Handwriting
Vocabulary, grammar and punctuation
Composition
Inter-relationship of strands
within composition
Texts which are engaging and appropriate
Texts which are organised and cohesive
Sentences which are varied and
accurate
Vocabulary which is
appropriate and effective
• Pupils’ next steps can often be heavily focused within the technical strands, i.e. vocabulary and sentence level
• Composition and effect remains the driver for accurate writing
• Accurate, fluent writers will be more aware of the organisational and compositional choices they are making (at an age appropriate level)
• Successful writing will incorporate accurate choices from within all 4 strands
Linking domains in mathematics
What might be expected of a child? (How do the writing domains inter-relate?)
Appre
ntice Vocabulary Choices (Composition & Effect) + Text Structure & Organisation + Sentence
Structure and Punctuation
• Children use ‘adventurous’ words in their writing (although they may not always be the
most accurate for the writing context or purpose)
• They shape their writing into coherent sections which are mainly developed using simple
and compound sentences.
Com
pete
nt Vocabulary Choices (Composition & Effect) + Text Structure & Organisation
• Children’s word choices are now more accurate and begin to provide a clear viewpoint for
the reader
• Links between sentences or paragraphs create a coherence within the writing
Expert
Composition & Effect
• Writing accurately meets the needs of the purpose and audience and clarity is enhanced
through greater levels of development and expansion within sentences and paragraphs
3. Tracking individuals Class Average
3.1 4.7 2.6 2.9 3.1
Number & Place Value Addition/Subtraction Multiplication/Division Fractions
add and subtract numbers mentally and on paper, including:
count in multiples
of 6, 7, 9, 25 and
1000
add numbers with
up to 4 digits using
the formal written
methods of
columnar addition
where appropriate
recall multiplication
and division facts
for multiplication
tables up to 12 × 12
recognise and
show, using
diagrams, families
of common
equivalent fractions OverallFirst Name
John 4 5 3 3 3.0
Chris 3 5 3 2 3.3
Sam 2 4 1 1 1.5
Ishmal 1 4 1 1 1.4
Lauren 4 6 3 4 3.8
Ben 2 4 1 1 1.4
Tim 3 5 3 3 3.3
Esther 3 5 3 3 3.1
Connor 2 4 1 1 1.6
Nazir 4 5 3 2 3.0
Joannne 4 4 3 2 3.2
Key: 1 = Beginning 3 = Working within 5 = Secure
0 = On band below 2 = Beginning + 4 = Working within + 6 = Secure +
Who is, and who is not, on track?
Detailed for day to day reference,
diagnostics and planning
NAHT Key Performance Indicators (KPIs) in bold
Year: 3 Date:
Y2
Number and Place Value
• count from 0 in multiples of 4; find 10 or 100 more or less than a given number.
• recognise the place value of each digit in a three-digit number (hundreds, tens,ones)
• identify, represent and estimate numbers using different representations
• read and write numbers from 1 to 20 in numerals and words.
Addition and Subtraction
• add and subtract numbers mentally, including: a three-digit number and ones, three-digit number and hundreds.
• estimate the answer to a calculation and use inverse operations to check answers
Multiplication and Division
• write and calculate mathematical statements for multiplicaton and division using the multiplication tables that they know using mental and formal written methods
Fractions
• count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts.
• recognise, find and write fraction of a discrete set of objects: unit fractions
• compare and order unit fractions, and fractions with the same denominators
Measurement- measure, compare, add and subtract:
• lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
• measure the perimeter of simple 2-D shapes
• add and subtract amounts of money
• tell and write the time from an analogue clock and 12 hour clock
• use vocabulary such as a.m./p.m., morning, afternoon, noon, midnightGeometry: properties of shapes
• draw 2-D shapes and make 3-D shapes using modelling materials
• identify right angles
• identify horizontal and vertical lines
% achievedJon
Fred
Ph
as
e 1
in
cl Y
ea
r 2
Phase 1: Individual achievement %
Mathematics Aims: Fluency - Reasoning - Problem solving
• recall and use multiplication and division facts for the 3, 4 multiplications tables.
Establish milestones
– For specific points in the year, towards secure ARE
– Indicate “sufficient” grasp of key ideas (“on track”)
– Anticipates deepening of ideas through combining
aspects of skill, knowledge and understanding from
across domains as the year progresses
– Robustly moderated and exemplified
– “Stop and think” strategic assessment
– Prioritises effort to get (almost) all children to (or very
close to) the next milestone
• Phase 1: Sept to Nov
– Milestone 1 (November)
• Phase 2: Nov to Feb
– Milestone 2 (February)
• Phase 3: Feb to April
– Milestone 3 (April)
• Phase 4: Apr to July
– EOY ARE (July)
4. The Learning Journey
Apprentice
Competent
Expert
Multiplication
And
Division
Place Value
Fractions
Assessment Model
- a chance to stop and check…
Adopt or adapt…
To be “on track” at…..
Phase 1 objectives Phase 2 objectives Phase 3 objectives
Milestone 1 (November)
Apprentice Not yet introduced
Not yet introduced
Milestone 2 (February)
Competent and Apprentice Not yet introduced
Milestone 3 (April)
Expert and Competent and Apprentice
End of Year Age Related Expectations
Expert
and
Expert
and
Competent/Expert
Objectives have to be “sufficiently”
secured at each strategic assessment
for a pupil to be “on track”.
As time goes on…
deepen and extend
Mathematics
•By the each assessment window, greater fluency is expected in those aspects
already introduced e.g. in Phase 1. This is defined as the “Competent”
standard……
…..whilst also achieving at least “Apprentice” standard in the more recently
introduced Phase 2 elements.
A Year 3 example - Reading
What might be expected of a child? (Including how reading domains can inter-relate)
Appre
ntice Inference
• Children develop upon their simple inference skills from Year 2, and
are able to provide more plausible inferences about, for example, a
character’s feelings based on their actions.
• These may be supported by a specific point in the text.
Com
pete
nt Inference + Comprehension
• Children are able to draw upon details within a number of paragraphs
which support their inferences about a character’s feelings based on
their actions.
• These should now be supported by reference to the text.
Exp
ert
Inference + Comprehension + Themes & Conventions
• Children are able to use their experiences of other books read and how
authors develop characters through the duration of a story to
strengthen their inferences and predictions about a character’s feelings
based on their actions.
Year 3 Mathematics:
Fluency, reasoning, problem solving
What might be expected of a child? (How do the domains interrelate?)
Appre
ntice
Phase 1: Number and PV +multiplication and division
In order to solve problems children can:
• Independently identify when to use multiplication or division for simple problems
• recall multiples of 4 as counting, building on from KS1 and record on number lines
• represent multiples of 4 using concrete objects and on number lines building on from Y2
• Organise multiples of 4 in arrays and record x and ÷ facts
Com
pete
nt
Phase 1 + Phase 2
In order to solve problems children can
• Independently record multiplication or division calculation needed and then decide whether to use a
number line or array model to show solutions
• Use reasoning and fluency with facts up to the 12th multiple to solve missing number problems
e.g. 28 ÷ = 7
• Know all related multiplication and division facts for 2,3,4,5,10x and explain using diagrams
• Know whether there will be remainders when solving problems involving grouping in 2,3,4,5 and 10s
and explain why using diagrams
Exp
ert
Phase 1 +Phase 2+ Phase 3
In order to solve problems children can:
• Use arrays to show how one multiplication fact can relate to another using doubling and halving
• Use reasoning and fluency with facts to solve missing number problems eg 96÷ = 4
• Make connections with division and unit fractions (halving=divide by 2)
• Solve problems reliably and accurately in context of measures using appropriate units.
National Curriculum Objective
and Hampshire additional guidance
What might be expected of a child? (How do the reading domains inter-relate?)
Phase 1
Draw inferences such as inferring characters’ feelings,
thoughts and motives…
Discuss the actions of characters
Inference
• Children develop upon their simple inference
skills from Year 2, and are able to provide
more plausible inferences about, for
example, a character’s feelings based on their
actions.
• These may be supported by a specific point in
the text.
Phase 2
Discuss their understanding and explain the meaning
of words in context
Show understanding of the main points drawn from
more than one paragraph
Predicting what might happen from details stated and
implied
Justify views of the actions of characters by referring
to the text
Inference + Comprehension
• Children are able to draw upon details within a
number of paragraphs which support their
inferences about a character’s feelings based
on their actions.
• These should now be supported by reference
to the text.
Phase 3
Identify themes and conventions in a wide range of
books
Draw on growing knowledge of authors
Identify main ideas drawn from more than one
paragraph…
Understand how paragraphs are used to order and
build up ideas…
Inference + Comprehension + Themes &
Conventions
• Children are able to use their experiences of
other books read and how authors develop
characters through the duration of a story to
strengthen their inferences and predictions
about a character’s feelings based on their
actions.
Alternative format
Adopt, adapt…
Standards and moderation • It is essential that there is a clear exemplification of the expected standard,
across all domains, in each subject, at each milestone.
• A large part of this, but by no means all, will be written and can be used to define clear benchmarks that exemplify what a secure journey towards mastery of the domains of learning looks like at regular intervals
• It would also provide exemplification of the opportunities to enrich and deepen that mastery, strengthening the foundations for the curriculum that follows and the common misconceptions that indicate insecure fluency
• From individual pupil’s work the school can create a standards file showing achievement in all subjects. This will create a benchmark for assessment purposes in future years (NAHT).
• Disciplined moderation activities within and between schools is essential. This might be on the basis of agreed “standards files” can be used as and when necessary to take part in cross school moderation activities, when the standards can be agreed or altered according to decisions at the moderation (NAHT guidance).
Name: DOB: Gender: Class: Y3
FSM/PP
SEN LAC EAL
Sup
po
rtin
g fl
ue
ncy
, cla
rity
,
accu
racy
, an
d c
oh
ere
nce
Year 3 Reading Domains
Milestone Notes for Action
1 2 3 ARE Comp: Clarify Optional text to summarise achievement and
strength in an aspect of comprehension? Comp: Monitor and summarise Comp: Select and retrieve Reason and explain Themes and conventions Inference Language for effect
Flu
en
cy, c
lari
ty,
accu
racy
, co
he
ren
ce Year 3
Writing Domains Milestone Notes for Action
1 2 3 ARE Transcription Text explains next steps in strengthening
specific compositional aspects of writing. What is to be done?
Handwriting Composition Vocab, Gram, Punctuation
Solv
ing
pro
ble
ms
& w
ork
ing
acro
ss d
om
ain
s u
sin
g:
Year 3 Mathematics Domains
Milestone Notes for Action
1 2 3 ARE
Number and Place value Text explains urgent next steps to strengthen multiplication and division and aspects of geometry through adaptions to quality first teaching and focused interventions.
Addition and subtraction Multiplication and division Fractions Measurement Geometry Statistics
Subject % domains On Track?
Reading 100% Yes
Writing 75% Close to
Mathematics 71% no
Overall 82% Close to 100% of domains =securely on track and above (green)
75%+ of domains= close to but not yet securely on track (Amber)
Below 75% of domains= requires acceleration in progress (Blue)
Intervention Programme Nov-Feb
E.g. the profile of achievement suggests that the pupil
needs to make accelerated progress in the phase one
aspects of multiplication/division and composition in
writing. Unless this is secured, future progress in more
demanding objectives, including in other aspects of
maths and writing, will be compromised. The pupil’s
weakness in geometry is less acute but nonetheless
needs to be reinforced. The teacher would consider how
to address these needs through adaptation of quality first
teaching and intervention…perhaps taking place during
some of the time devoted to handwriting or reading
comprehension where progress is more secure?
Arguably, taking time to catch up in areas of relative
weakness is more important than pushing ahead in areas
of relative strength?
5. Tracking formats
Are individuals, “on track”?
Emphasises secure rather than best fit judgement
Cohorts: keep up , catch up? Y3
Mat
hem
atic
s
YEAR 3 Cohort size= 35 Achievement in Phase bands
No
vem
ber
mile
sto
ne
Below (securing
Y2)
Expected (Phase 1)
Beyond (Phase 1 and 2)
Phase 1,2 and 3
Working within Y4
On track
ARE On track entering
Y4
Number on track ARE or exceed
14.3% 80.0% 5.7% 0.0% 0.0% 80.0% 5.7% 85.7%
Feb
ruar
y
Mile
sto
ne
Below (Y2/ Phase 1 only)
Expected (Phase 1 + 2)
Beyond (Phase 3)
Working within
Y4
On track
ARE On track entering
Y4
Number on track ARE or exceed
8.6% 82.9% 8.6% 0.0% 82.9% 8.6% 91.4%
Ap
ril
Mile
sto
ne
e
Below (Phase 1+2 only)
Expected (Phase 1,2 & 3)
Beyond (Phase 3S or Y4)
On track
ARE On track entering
Y4
Number on track ARE or exceed
8.6% 77.1% 14.3% 77.1% 14.3% 91.4%
Sum
mer
Mile
sto
ne Below
(Emerging or Developing fluency Phase 1, 2 & 3)
Expected (Secure fluency phase 1, 2, & 3)
Beyond
(Secured Y3 and Working within
Y4)
Secure
ARE
Secure and
Above ARE
End of Year 3 ARE+
5.7% 80.0% 14.3% 80.0% 14.3% 94.3%
The proportion of children “On track” and
“Beyond” increases
Groups: keeping up & closing gaps?
ALL
Below (securingY2)
Expected (Phase 1)
Beyond (Phase 1 and 2)
Phase 1,2 and 3
Working within Y4
On track
ARE On track
Y4E Number on track ARE or exceed
14.3% 80.0% 5.7% 0.0% 0.0% 80.0% 5.7% 85.7%
Bo
ys Below
(securingY2) Expected (Phase 1)
Beyond (Phase 1 and 2)
Phase 1,2 and 3
Working within Y4
On track
ARE On track
Y4E Number on track ARE or exceed
18.8% 81.3% 0.0% 0.0% 0.0% 81.3% 0.0% 81.3% GAP (ALL) -4.5% 1.3% -5.7% 0.0% 0.0% 1.3% -5.7% -4.5%
Gir
ls Below
(securingY2) Expected (Phase 1)
Beyond (Phase 1 and 2)
Phase 1,2 and 3
Working within Y4
On track
ARE On track
Y4E Number on track ARE or exceed
10.5% 78.9% 10.5% 0.0% 0.0% 78.9% 10.5% 89.5% GAP (ALL) 3.8% -1.1% 4.8% 0.0% 0.0% -1.1% 4.8% 3.8%
A gender gap is identified: is any gender action needed?
Subject “progress” analysis Mathematics
Key stage 2: Year 3
On entry
November Milestone
Gain since OE
February Milestone
Gain since OE
March Milestone
Gain since OE
EOY ARE
Gain since OE
Solv
ing
pro
ble
ms
usi
ng:
All domains of mathematics
80% 85.7% +5.7% 91.4% +11.4% 91.4% +11.4%
94.3%
14.3%
Number and Place value 80% 85% +5%
Addition and subtraction 90% 90% +0%
Multiplication and division 70% 85% +15%
Fractions 70% 85% +15%
Measurement 85% 85% +0%
Geometry 90% 90% +0%
Statistics 85% 85% +0%
Gaps in weaker domains are narrowed.
Stronger domains are improved (new
milestone standard is tougher) but was
“gain” needed…?
Accounting for progress
Subj
ect
Year
Gro
up
or c
lass
Milestone strategic
assessment
Below (securing
previous year expectations)
Achieved expected Milestone
Securely beyond
expected Milestone
Number on track to
achieve or exceed ARE+
ACTION?
Rea
ding
Y3
On year Entry
20% 74% 6% 80%
November (Milestone 1)
14% 80% 6% 85.7%
Gain OE 6% 6% = 6%
Wri
ting
Y3
On year Entry
20% 74% 6% 80%
November (Milestone 1)
14% 80% 6% 85.7%
Gain OE 6% 6% = 6%
Mat
hem
atic
s
Y3
On year Entry
20% 74% 6% 80%
November (Milestone 1)
14% 80% 6% 85.7%
Gain OE 6% 6% = 6%
What success looks like:
1. Maintaining high proportions of children at an increasingly
demanding, year group specific standard (e.g. 85%+)
2. Increasing the proportion of pupils “on track” to narrow the gap
(e.g. towards 85% for all & groups)
Other subjects, other models,
same principles
Assessment support June: Developing
School Assessment
Models - workshops
Further exploration of the Hampshire principles & model, including tracking
and key aspects of classroom pedagogy that underpin it– half day
workshops
2, 3, and 4th
June am/pm
July: Assessment for
Learning networks
Assessment updates and feedback on the 2014/15 cycle, EYFS feedback
on baseline & gathering high quality evidence
Feedback from STA Hampshire Pilot of the revised Performance descriptors
Hampshire Assessment Model – unpicking the model
Moderation of ‘trays of work’ from a pupil who meets the expected
Performance standards/NAHT in Year 1 and Year 4 for either writing or
mathematics.
Dates
throughout
July
October Hampshire
Assessment Model –
Workshop 1
15 schools per group: working with En, Ma and PPI
Invitation through the year to have up to 4 leaders attend project meetings
(4 terms/ 2 financial years)
Apprentice standards – what are we looking for? What does that look like
for each year group at the Phase 1 aspects?
Nine dates in
October:
8 Hants +
1 IOW
November:
assessment networks
high quality evidence – book scrutiny, observation developmental
session and moderation activity Throughout
November January Model
workshop 2
Developing pedagogy and establishing February standards
February
assessment networks
Moderation and assessment updates
Cycle repeated in next financial year
Key skills and the basis of
professional development
• A programme of further CPD will be offered to move teachers from the mind-set & behaviours of periodic best fit assessment to continuous assessment and:
– Design tasks that emphasise the inter-relationships between
objectives and their application to challenging contexts and so inform continuous assessment and reinforcement
– Challenge and provoke to uncover misconceptions, hesitancy of knowledge and unreliability in skills
– Remain highly receptive and adaptive to feedback from children’s learning
– Broaden, deepen and extend before moving on to new ideas