Transcript A life without levels - Nord Anglia Education

A life without levels:
Assessment in 2016-2017
What is assessment?
• Questioning
• Marking
• Observations
• Dialogue
• Testing
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Who needs to know what?
Student
What do I know?
What do I need to know?
What do I need to do to get
better?
Teacher
What students know?
What do the students need to
know?
How can I help them?
Parent
What is my child good at?
What do they need to
improve?
How can I support them at
home?
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Why the change?
In 2013, the UK Department for Education initiated a review into
assessment in UK schools.
From their review they found that assessment using National Curriculum
(NC) levels was creating gaps in student’s acquisition of the required skills
and knowledge needed for their age as teachers looked for students to
cross level thresholds.
“Levels have detracted from real feedback and schools have
found it difficult to apply them consistently – the criteria are
ambiguous and require teachers to decide how to weight a huge
array of factors… It will be for schools to decide how they assess
pupils’ progress.”
DfE (2013)
From the review the introduction of a new National Curriculum was introduced in
2014 and schools were no longer to assess using NC levels from 2015.
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Nord Anglia Education
Nord Anglia Education brought together teachers and leaders from
across the family of schools to decide how the British curriculum
schools would move forward with assessment.
They decided that all British international schools in the group would
create their own assessment system based around age expectation as
the UK schools have done.
They advised on a number of elements to support schools:
• Each subject should look to identify 20 statements per year group
related to key skills and knowledge that students in that year group
should be assessed against.
• Students should be assessed on a four point scale.
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What’s going on at NAISAK?
•
The new UK National Curriculum (NC) was introduced in NAISAK in
September 2015 in Years 1 – 6.
•
Primary teachers at NAISAK were given 12 months to establish this
into classrooms before the introduction of a tailor-made assessment
system was introduced.
•
The new assessment system no longer uses NC levels, but instead
assess students against age expectations on a four point scale:
1.
2.
3.
4.
Beginning
Developing
Meeting
Exceeding
• The subjects assessed this way are Writing, Reading, Numeracy,
Science and IPC.
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How was this designed at NAISAK?
• There has been a very open process involving all teachers in
the Primary Stage.
• Members of the Primary Leadership Team designed the initial
statements for each subject, these were then shared with
teachers a number of times with amendments being made
until the final statements were agreed upon.
• As with any change, we will reflect on the success of the first
term as we look to constantly improve the way we assess our
students.
• At NAISAK we have called the subject statements FLOs, which
stands for Fundamental Learning Objectives.
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Creating the FLOs
Where did they come from?
 National Association of Head Teachers (NAHT) Key Performance Indicators (KPIs)
 Ros Wilson’s Standards for Writing Assessment
 Hamilton Trust Grammar scheme of work
 New British National Curriculum
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Why?
Age related expectations
 Average Year 3 child
 Use paragraphs
 Use expanded noun phrases
 Use powerful verbs
 Begin to use adverbs
 Use pronouns
 Use a wide range of conjunctions
 Use the correct verb tense
 Use inverted commas to indicate speech
 Use a range of punctuation
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Writing FLOs
How are they organised?
 Planning and drafting
 Editing
 Vocabulary
 Grammar
 Punctuation
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The importance of the assessment areas
Planning
 The ‘what am I going to do’
 Discussion of writing – say before you write
 Oral rehearsal and composition of sentence
 Organisation of writing
 Understanding of common features
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The importance of the assessment areas
Editing
 The ‘evaluative process’
 Proof reading
 Self correcting
 Peer and self assessment
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The importance of the assessment areas
Vocabulary
 The ‘main course of writing’
 Understanding and use of different word types
 Selecting vocabulary for a particular purpose
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The importance of the assessment areas
Grammar
 The ‘tools of written language’
 Conjunctions
 Pronouns
 Verb tenses
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The importance of the assessment areas
Punctuation
 The ‘sentence road signs’
 Sentence punctuation
 Speech
 Commas
 Apostrophes
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Application of FLOs
The Journey of a FLO
 Creation
 Shared with staff
 Planning
 Lessons
 Targets
 Assessments
 Reports
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FLO Journey
Planning
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FLO Journey
Lessons
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FLO Journey
Targets
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FLO Journey
Assessment
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Reading
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How do we track progress?
 FLO’s
 Guided Reading Lessons
 Literacy Lessons
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Reading Assessments
 Rising Stars - Years 3 - 6
 PM Benchmarking
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How to help your child with Reading at home
 Read daily
 Phonics
 Verbal Comprehension
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Numeracy – What are FLOs?
Where are the FLOs from?
• Rising Stars
• NAHT (National Association of Head Teachers)
• Knowledge of our children
Are the FLOs everything my child is learning in Numeracy this year?
• No, only a selection.
• Objectives which must be learnt to have the fundamental basics for learning in
future years.
What is the main focus of the FLOs in Numeracy?
• Number – the fundamentals of Numeracy.
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Numeracy – How to Support Your Child at Home
Mathletics
www.mathletics.com
• Parent Module
• Weekly email on progress
• Mathletics Party
• 20 minutes 3x a week –
proven to improve
progress.
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Numeracy – How to Support Your Child at Home
Times Tables
The majority of FLO Numeracy lessons are affected by a working
knowledge of times tables. Your child should know up to 12 x 12 by
Year 4.
Home Learning
Home learning is linked to the FLOs. Ensuring your child understands
the work, but is still doing it independently, is important.
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IPC and Science
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Reporting Cycle
 October – Meet & Greet
 December – Short Report
 April – Short Report
 April – Student Progress Meetings
 June – Long Report
 Student Reflection Meetings
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December 2015 Report
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December 2016 Report
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Questions?
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