Transcript ASSESSMENT - Ealing Grid for Learning

Assessment and
Evaluation of
PSHE
(Secondary)
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Intended learning outcomes
For those delivering PSHE to develop practical
strategies in assessment & evaluation:
• Reflect on existing practice
• Clarify the importance of assessment and
evaluation in PSHE
• Become familiar with current guidance
• Consider a range of assessment and
evaluation methods
• Identify actions to build on existing practice
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Reflect on existing practice:
In PAIRS for 2 minutes discuss…
a) What do you do?
b) Why is it important?
FEEDBACK
1. Why you do it and what it is assessing?
2. What the pupils gain from it?
3. What you do with it?
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PSHE
PSHE equips children and young people
with knowledge and practical skills
to live safe, fulfilled and responsible
lives. PSHE enables them to reflect on
and clarify their own values and
attitudes, and explore the complex
and sometimes conflicting range of
attitudes and values they encounter
now and in the future.
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Why assess PSHE
 Ensures clear progression in teaching and learning
and motivates pupils because they become partners
in the assessment process
 Pupils are clear about strengths and weaknesses in
their learning
 Teachers are clear about pupil achievement and how
it might be improved
 Provides an opportunity to raise the “value” and
status of the subject by making the learning clear and
explicit.
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How assessment contributes to
effective PSHE
Clear learning outcomes shared with the learner
A classroom climate that clarifies boundaries,
maintains respect and enables pupils to discuss
sensitive issues
Active learning and participatory teaching
methods
Often deals with unplanned issues
Teachers challenge prejudice and enable pupils
to reflect on their own and other peoples’ views
Provision is based on identified needs (baseline
assessment)
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What is needed for assessment,
recording & reporting?
ASSESSMENT:
• There is no statutory requirement for end of key stage
assessment in PSHE/SRE
RECORDING:
• Schools are required to keep records for every pupil, including
information on academic achievements, other skills and abilities
and progress made in school
REPORTING:
• Schools must give brief comments to parents on the pupil’s
progress in each subject and activity studied. This may be a
brief, separate commentary on progress, or as part of the
school’s report on other activities in the school curriculum.
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Healthy Schools Accreditation
PSHE theme
Minimum Evidence Requirements
1.1 Uses PSHE framework to deliver a planned
programme of PSHE in line with DCSF &
QCA guidance
1.2 Monitors and evaluates PSHE provision to
ensure the quality of teaching & learning
1.3 Assesses pupils’ progress and achievement
in line with QCA guidance
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To summarise…
• Without assessment, PSHE cannot
demonstrate that it makes a difference
• Can show that pupils are achieving in PSHE
in ways that can help them succeed in other
areas of the curriculum.
• Can provide evidence that school is
contributing to Every Child Matters & Healthy
Schools
RESULT = higher expectations of teaching and
learning
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Show DVD CLIP
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Consider a range of
assessment and evaluation
methods…
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Baseline Assessment
(Needs Assessment)
Prior to teaching a topic or unit of work, to determine
where to start, inform planning, ensure lessons are
suitable and relevant to each groups needs and
abilities. This will help you:
1. Identify what is already known
2. Clarify learning needs
3. Identify any special educational needs
4. Determine where to start
5. Decide how work should develop (resources)
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Examples…
Thought shower / Word / Brainstorm:
Draw & Write activities:
May work best for those with poor literacy skills or with English as
their 2nd language
Values Continuum:
To assess ability to express beliefs & listen to others views. Good with
older children and those confident in group work
Quizzes:
To gather baseline knowledge on a topic
‘Everything We Know About’ Sheets:
Use information gathered to set content & learning objectives
collaboratively
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Formative Assessment
assessment for learning
To provide reflection and evidence for use by learners
and teachers, to decide where they are in the
progress against agreed learning objectives, in
order to determine where they need to go next and
how to get there.
•
Role play
•
Self-reflection diaries
•
Group observations
•
One to one discussions
•
Presentations
•
Course work
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The story so far…
A quick means of assessing levels of understanding
during a session.
Stop at a relevant point in the work you are doing and
ask students as individuals (or a group) to summarise
the ‘story so far’
• what they have learnt about and
• what they have learnt to do.
(they can write this down)
You can prompt using questions e.g.
• We have been learning about assertiveness skills to
resist unwanted pressure. Please can you identify the
2 most important things we have learnt.
• What else do you need to learn about?
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Summative Assessment
assessment of learning
To summarise progress and achievement at the
end of a piece of work/topic/unit of work
against a set criteria. E.g.
Progress & achievement judged in relation to;
–
–
A set of criteria such as a personal education
plan
End of Key Stage indicators (QCA)
The results of the assessment are used to
provide quantitative evidence for reporting
to parents, teachers and other professionals
& in developing future learning goals.
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Examples:
Quizzes or questionnaires:
This helps to assess what has been learnt & what further work needs carrying
out
Compare to same quiz at start of topic
More open ended quizzes can help to assess understanding of differing
attitudes & beliefs
Values Continuum: To assess changes in values and beliefs
Diamond 9: To assess changes in attitudes and values
Feelings Letter: To assess their feelings and additional support needs
where relevant
Displays / Presentations / Posters / Leaflets
Observed Group Activities
Before and After Statements
Closing Rounds
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Identify actions to build on
existing practice…
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Have a go...
Identifying everyday
opportunities for assessment
in your planning
 Choose a recent PSHE lesson and look for examples of
assessment activities undertaken.
 Review the variety of types of assessment, ensuring that
you incorporate individual, pair and group reflection in
the future
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Have a go...
Using objectives and outcomes
 Ensure there is a clear focus in your planning on what
you intend pupils to learn (objectives) and the evidence
to demonstrate that pupils have achieved them
(outcomes)
 Over 4 weeks introduce and focus lessons with
objectives and outcomes
 Question pupils during the lesson to check that they
understand the objective and can explain how they know
they have achieved it
 Plan questions and plenaries to focus on outcomes
 Focus feedback on these objectives and outcomes
 Record on QCA record sheets (in handouts)
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Have a go...
Formative assessment strategies
Next half term
Step 1
Focus on 1 or 2 aspects of formative
assessment and identify some strategies to trial
in a series of lessons
Step 2
After a few lessons, discuss with a colleague
what went well and what did not
Step 3
Consider what further support or training might
help you embed these strategies
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Have a go…
Involving pupils (Peer & Self-Assessment)
 Adapt end of KS statements into pupil friendly language to enable
clearer feedback and involve pupils in assessment
 With a colleague, identify existing and potential peer and self
assessment opportunities from a SoW/module for a year group
 Within the next half term, plan opportunities and experiment with a
range of strategies
 Observe pupils assessing their work and give feedback on what they
did well and how they could improve
 Identify tools that can be used by pupils to record their own progress
(see handouts)
 Review the gains made by pupils with a colleague and decide how
to embed these strategies
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Evaluation
Evaluation is concerned with finding out how
effective activities, materials and approaches
have been in achieving the aims and
objectives of a learning experience and their
impact on the target audience.
Evaluating the provision of PSHE & SRE is
particularly important as it offers valuable
knowledge and insight for the worker to use
so that, as future work evolves and develops,
effectiveness is improved.
DO YOU HAVE ANY EXAMPLES?…
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FIELD
OF
WORDS
Please tell me what you thought…
Circle any words that describe the session.
You can also add your own words.
What I learnt about was….
A laugh
Cool
Interesting
Nasty
Stupid
Sorted
Wicked
Rubbish
Alright
OK
Ace
Embarrassing
Just what I wanted
Boring
Excellent
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1 How did you find the session – give a mark out of 10, with
1 = rubbish and 10 = excellent
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2 Name one thing you’ve learnt
3 How could we improve it for next time?
Ethnicity:
Male/Female:
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LIKERT SCALE
The Faces Scale
Here are some faces expressing various feelings…
Which face comes closest to expressing how you feel about the lesson about
………………………………………………………………..………….?
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In Summary
Good practice in assessing pupils current knowledge, skills &
attitudes includes using evidence from evaluations of
teaching, assessment data, the outcomes of discussions with
pupils, and behavioural surveys (HRBS).
To improve assessment, schools should:
• Make good use of the QCA.s assessment guidance and end
of Key Stage statements for PSHE www.qca.org.uk
• Determine pupils current knowledge and understanding
before a new topic is taught
• Plan assessment as a key element of teaching and learning
• Involve pupils in assessing their own progress
• Gather evidence on pupils knowledge, understanding and
skills
• Challenge pupils attitudes and raise their awareness of how
their actions have an impact on themselves and others.
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Assessment, Evaluation and Sex & Relationships Education
A practical toolkit for education, health and community
settings
Simon Blake and Stella Muttock
ISBN: 1904787 274.
Published March 2005.
106 pages.
Price: £20.00
www.ncb-books.org.uk/NCB_Books_Sex_Education_16.html
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Anne Carrington
Healthy Schools Officer
Ealing Council
020 8825 9916
[email protected]
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