Transcript To From Levels of Progression

Leading Learning
Managing Assessment Change
February/March 2008
Learning Outcomes
Principals will:
• be aware of the statutory assessment and
reporting arrangements for the N.I. Curriculum
• have greater understanding of the different types
of assessment and their purposes
• have considered the implications of the statutory
assessment and reporting arrangements for
their school and the integration of these into
their School Development Plan
Overview
Introduction
Session 1 – Statutory Assessment
Session 2 – Pupil Profile
Conclusion – Support and Professional Development
Session 1
Statutory Assessment
Legislative Requirements
The Education (NI) Order 2006
Article 9: Assessment
9
(1) The curriculum for every grant-aided school shall require each pupil in
each key stage at the school to be assessed in each school year in
accordance with such assessment arrangements as are specified in
relation to that pupil and that key stage under paragraph (2).
(2) The Department may by order specify, in relation to –
(a) an area of learning;
(b) a cross-curricular skill; and
(c) any other skill specified under Article 8(1)(b),
such assessment arrangements as it considers appropriate for pupils in each key stage.
Legislative Requirements
The Education (NI) Order 2006
Article 9: Assessment
(3) Assessment arrangements specified under paragraph (2)(b)(a) must, in the case of pupils in key stages 1, 2 and 3 …
require pupils to be assessed by reference to levels of progression …
“levels of progression” means levels determined for the purpose of measuring the
progress of pupils in the development of a cross-curricular skill.
Article 8: Skills
(2) The cross-curricular skills are(a) communication;
(b) using mathematics;
(c) using information and communications technology.
(http://www.opsi.gov.uk)
What does this mean for schools?
Cross-Curricular Skills
• Communication
• Using Mathematics
• Using ICT
Yrs 3 - 7 pupils assessed each year using Levels
of Progression (2009/10)
Foundation Stage – pupils assessed each year
(Levels of Progression - not statutory)
What does this mean for schools?
Areas of Learning – assessed and reported
annually using qualitative comments
Other Skills (TS&PC) – also assessed and
reported annually using qualitative
comments
Changing Emphasis
From
To
Detailed Programmes of Study and Attainment
Targets
Areas of Learning
Level Descriptions in English (Irish) and
Mathematics
Levels of Progression in Communication,
Using Mathematics and Using ICT
End of Key Stage assessment in English
(Irish) and Mathematics
Annual assessment (Yrs 3 - 7)
Diagnostic Assessment (InCAS Yrs 4 - 7
statutory)
Ongoing teacher assessment
Ongoing teacher assessment
Assessment Units
Assessment tasks and activities
Moderation
Moderation
Annual Report
Annual Pupil Profile Report
Annual Parent Meeting
Levels of Progression
• Draft – subject to regulation
• Statutory criteria for teacher assessment
• Communication, Using Mathematics and Using
ICT
• Common criteria for Key Stages 1, 2 and 3
• 7-Level scale (Key Stages 1-3)
• Competence-based (‘Pupils can…’)
• Supplementary Guidance
Levels of Progression in Communication
Requirements
for
Communication
Levels 1-5
‘Pupils can….’
DRAFT
Levels of Progression in Using Mathematics
Requirements
for
Using Mathematics
Levels 1-5
‘Pupils can….’
DRAFT
Levels of Progression in Using ICT
Requirements
for
Using ICT
Levels 1-5
‘Pupils can….’
DRAFT
Using the Levels of Progression
•
•
•
•
•
Annual assessment (Yrs 3 – 7)
Teacher judgement
Range of assessments over time
Optional CCEA assessment tasks
‘Best fit’, holistic judgement
Consistency of Standards
• Internal Standardisation
• Moderation
• Voluntary Accreditation
Implications for your school
Managing the assessment of the Cross-Curricular
Skills in your school
Consider:
• raising staff awareness
• reviewing policies
• school development planning
Legislative Requirements:
Skills and Capabilities
The Education (NI) Order 2006
Article 8: Skills
‘The curriculum for a grant-aided school must ensure, wholly or mainly
through the teaching of the minimum content of areas of learning and
religious education, the acquisition and development by pupils of(1) the cross-curricular skills
(a) communication
(b) using mathematics
(c) using information and communications technology.
(2) any other skills specified under Article 8(1)(b).’
The ‘other skills’
www.nicurriculum.org.uk
Website and support materials
Session 2
Pupil Profile
Update
1. Annual Pupil Profile Report
2. Report Writer Training
3. Evaluation of InCAS Computer-Adaptive
Assessments (December 2007)
4. Implementation Timetable
5. Moving forward
Annual Pupil Profile Report
Standardised:
• Statutory minimum content
• Fixed headings
• Attendance
Flexible:
•
•
•
•
•
•
Headings labelled ‘optional’ can be removed
Optional Content can be re-named
Box sizes
Font style and size
Length
Logo
Report Writer Training
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•
•
•
•
C2k
Report Co-ordination
On-line training
C2k helpdesk 0870 6011666
Comment banks
Evaluation of InCAS
•
carried out in December 2007
•
available at: www.nicurriculum.org.uk
Implementation Timetable
Year
InCAS
Assessments
Parent Meeting
Annual Pupil
Profile Report
2007-2008
(transition)
Yr 5
Yrs 1-3: Flexible timing
Yr 5: Autumn term
Yrs 1 and 5
2008-2009
Yrs 5 and 6
Yrs 1-3: Flexible timing
Yrs 5 and 6: Autumn term
Yrs 1, 2, 5 and 6
2009-2010
Yrs 4-7
Yrs 1-3: Flexible timing
Yrs 4-7: Autumn term
Yrs 1-7
Moving Forward
Implications for your school:
• Annual Pupil Profile Report / Profiles 7
• Managing InCAS
• Using InCAS feedback
• Sharing InCAS feedback with parents
Conclusion
Support and Professional
Development
Support and CPD
• InCAS Yr 6 training – May/June 2008
• Whole school Professional Development in
assessment - 2008/09
• Range of guidance materials
• Assessment tasks
• Exemplification
• Website: www.nicurriculum.org.uk