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Monitoring and Assessing PSE PS612A

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					Monitoring, evaluation, assessment, recording
   and reporting on Citizenship education
              Key themes

• Why should we monitor?
• What might this look like?
• What do we mean by evaluation?
• What do we mean by assessing?
• Recording, Reporting and the end of key
  stage statements
• Designing an effective strategy to trial
  back in school
      Monitoring of Citizenship
• Keeping track of implementation
• Ensure activities and materials are
  being used according to policy
• Relate to agreed objectives

Discussion
How do you currently monitor Citizenship
 in your school?
       Evaluation of Citizenship

Discussion

Map out where Citizenship education takes
 place in your school

What methods do you currently use to evaluate
 how effective Citizenship education has been?

What methods do you use to find out about
 impact on the pupils and the wider
 community?
        Assessment - Where do we
              want to be?
        I recognise learning    I understand
                                national standards     My teacher gives me
        and achievement in                             feedback which helps me
        the classroom                                  make progress in each
                                   A POSSIBLE
                                                       learn activity
  I know my pupils’                FUTURE
  strengths and areas              Personalised              I do different kinds of
                                                             tasks
  for development
                                                             to show what I can do

I build my knowledge                                          I know how I am
of my pupils into my                                          progressing and what to
planning and teaching                                         focus on next…

                                                            … and my family knows
My pupils make faster
                                                            it so they help me too
progress than they used to
                                I am supported by    When I move class my new
         I know that my         my school systems    teacher understands where
         colleagues share the   and by assessment    I am and what I need to do
         same expectations      experts              next
      QCDA’s new conversation about
         assessment: principles

• The learner is at the heart of assessment

• Assessment needs to provide a view of the whole
  learner

• Assessment is integral to teaching and learning

• Assessment includes reliable judgements about how
  learners are progressing related, where appropriate,
  to National standards and expectations
• Assessing Pupil Progress guidelines are designed to
  support these
Assessment, recording and reporting in
             Citizenship
• Assessment – there is a statutory requirement in all
  phases

• Recording- schools have to keep records for every
  pupil, including information on academic achievements,
  other skills and abilities and progress in school

• Reporting – schools must give comments to parents on
  pupil’s progress in the subject.
       All assessment should……

• Be planned as part of Teaching and Learning
• Be inclusive
• Support the way Citizenship is delivered
• Involve pupils
• Be authentic
• Lead to improvement in standards and
  achievement
• Measure what we value about Citizenship – not
  just that which is easy to assess
      Assessment for Learning to
       Assessment of Learning
• Personal reflection – reflective diary
• Self-assessment – directed consideration of diary
  entries, group work
• Peer assessment (within group) – exchange views
• Peer assessment (with other group) –exchange views
  with others
• Informal assessment by teacher that is ongoing
  observations, feedback
• Structured formal assessment by teacher
• External examinations – Citizenship GCSE, A Level,
  AS Level, ASDAN etc
   New opportunities, better assessment

WWW
  – What’s working well?


EBI
  – Even better if……
Assessment: ways of looking




Close up   Standing back   Public view
         Assessment: ways of looking
               Specific context
   Day-        Detailed level
  to-day       Small steps
               Next lesson



               Form judgements across a range of work in the subject
               Reference to level descriptions for ‘best fit’ judgements
Periodic       Track progress and agree targets for improvement




               Judgements based on broad experience of subject
               Accumulation of evidence based on performance over time
Transitional   Pupil profiles for next teacher and parents/carers
         Assessment: ways of looking
               Assessment for learning
   Day-        Peer- and self-assessment
  to-day       Pupil engagement and immediate feedback




               Broader view of progress for teacher and learner
               Using national standards in the classroom
Periodic       Improves curriculum planning




               Formal recognition of achievement
               Reported to parents/carers and next teacher/school
Transitional   May use tests / tasks from national sources incl GCSE
Ways of looking-standing back
      Pupils
      • applying learning in different contexts
      • using independence and choice
      • revealing strengths and areas for development

      Teachers
      • profile of attainment against national standards
      • patterns of performance
      • adjusts medium-term planning and pedagogy
      • tracks progress
      • makes connections across learning contexts
      • promotes broad curriculum coverage
Ways of looking – pupils

     Close up
     • immediate feedback in significant aspects
     • relevant next steps
     • reflection on learning as it is happening

     Public view
     • formal recognition of achievement
     • influences future opportunities and next
       choices
Ways of looking- teachers
      Close up

      • detailed interaction with learners
      • within particular contexts
      • changes in short-term planning


      Public view
      • related to national standards – often externally
        validated
      • for next teacher – limited impact on own teaching
      • used for teacher and school accountability
      • curriculum often narrowed to form and criteria of
        final assessment
         Assessment activities
• Graffiti wall
• Leaflets and posters used in creative way
• Post It notes and statement stems
• Digital media and other presentations
• Projects and research
• Diamond fours/nines activities
• Presentations
• Smaller engagement activities like mind
  maps
• Storyboards
• Extended writing
• Discussions
               Using levels
What should the new levels be used for?
• A climbing frame of progression
• Set national standards’ and set opportunities
• Do not level each piece of work
What should they not be used for?
What kinds of guidance and support do we need to:
• enable our pupils to improve and progress
• create more confident teachers and more consistency
  in judgements
• exemplify standards in citizenship
• clarify the scope and scale of evidence needed to
  demonstrate progress and attainment
• do not assess concepts and processes separately-
  assess Democracy though Critical Thinking for
  example
             Success Criteria
• 'A description of pupil performance, linked to a
  specific learning activity and informed by the
  levels.'
• If teachers know what they’re looking for, there
  are plenty of ways to see if learners are ‘getting
  it’.
• Assessment is not something additional – it’s
  part of the process of teaching and learning.
• Teachers need to feel confident about making
  judgements not based upon finished products
How you plan teaching, learning and
   assessment using the levels
• Plan learning activities using concepts and
  processes and/or range and content from the
  programme of study
• Using levels to plan assessment opportunities
  to generate evidence
• Using levels to develop success criteria to
  differentiate pupil attainment
• Using levels to make judgements about pupil
  attainment on the basis of evidence
Exploring practice activity 1
    Exploring practice activity 2
Using the 8 Level scale and the curriculum for your
  phase, create an assessment planning grid for
  one of the following:
• A topical or controversial issue of your choice
• The process of creating a bill in parliament
• A human rights issue
• A local investigation of parking problems at
  school
• A presentation to local election officers on
  lowering the age of voting to 16
Sample KS3 Assessment Framework
How does the school record progress in
 Citizenship education?

How do pupils record their progress in
 Citizenship education?

How do you recognise and celebrate
 achievement in Citizenship at your school?
             What are the APP materials?


APP guidelines are not statutory
The guidelines include:
•   Assessment focuses based on the programme of study
•   Assessment criteria for the essential areas of progress in the subject
•   A handbook with subject specific guidance
And relate to:
Standards files – online collections of pupils work at a particular level to be
    available in the summer of 2010




                                                                             27
      Assessing Pupil Progress (APP) is designed to:
• Show how assessment is integral to successful teaching and
  learning
• Encourage a broadly based curriculum which generates a wide
  range of evidence of pupils’ achievement
• Provide a fuller picture of pupils’ strengths and weaknesses (for
  teachers, pupils and parents/carers) in relation to national
  standards
• Offer a secure basis for pupil tracking
• Give insights which directly inform future planning, teaching and
  learning in the course of a year
• Help make connections between day-to-day assessment and
  national standards
• Engage teachers and learners in all year groups in periodic
  assessment to raise attainment
    So how will teachers use the APP
               guidelines?
• Periodic assessment, once or twice a year

• Identify pupils (a sample not all)

• Review a range of evidence of learning

• Select the two levels you think a pupil is likely to be
  working at

• Decide which criteria best fit the pupils evidence
    What is the timeline for developing
                   APP?
Timeline

•   AFs and criteria drafted for all nine foundation subjects by end of
    September 2008

•   Trialling in schools in October and November 2008

•   Further refining of these materials in the Spring and Summer of 2009

•   Dissemination to schools 2010
       So what can you do to get started?

                          •   Have the AFs in your head as you are teaching over the
• Get familiar with APP       next few weeks

                          •   Talk to colleagues about the different kinds of evidence of
                              learning
                          •   Have the guidelines with you when you are teaching and
• Look for evidence           keep an eye out for evidence in what pupils say and do

                          •   Identify a few pupils, collect evidence of learning for each
                              over the next term/year
                          •   Use the guidelines to help you assess their work and
• Have a go!                  decide what characteristics of a level they demonstrate

                          •   Pair up with another teacher and discuss why you think a
                              pupil is working at a particular level
                          •   Refer to the guidelines to see how they clarify your
• Encourage others            judgement

                          •   Build up the portfolio of evidence of learning at different
• Develop a portfolio         standards
                          •   Compare judgements overtime
                          •   Reflect on the opportunities your pupils have to show you
                              what they can do
A reminder-improving learning through
assessment depends on 5 key factors
1.   The provision of effective feedback to
     pupils
2.   The active involvement of pupils in their
     learning
3.   Adjusting teaching to take account of the
     results of assessment
4.   A recognition of influence assessment has
     on motivation and self esteem of pupils
5.   The need for pupils to be able to assess
     themselves and understand how to improve

				
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posted:4/15/2011
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