Upload
bridget-sandler
View
214
Download
1
Embed Size (px)
Citation preview
© Crown copyright 2008
Assessing pupils’ progress (APP) Science
Shane Clark
Science Adviser
© Crown copyright 2008
Objectives
To:
• explore how APP can support the assessment policy within a science department;
• consider how APP can be introduced and developed within science departments.
© Crown copyright 2008
Common Focus for core subjects and ICT to:• Develop secure periodic assessment and
pupil tracking using APP and to strengthen assessment for learning.
• Support schools to strengthen periodic assessment using the Framework and building a trajectory towards two levels of progress in Key Stage 3.
© Crown copyright 2008
APP in science – the pilot
• Involved 8 LAs and 39 schools. • Materials were trialled in schools over
three terms.• Standards Files material was gathered
from these schools.• Materials have changed over the course of
the pilot.
© Crown copyright 2008
APP is…• based on nationally-recognised assessment
guidelines which are supported by Standards Files;
• a process whereby teachers can feel more confident about assigning levels to pupils;
• a process that supports progression in learning;• a process that supports assessment for learning
practice.
© Crown copyright 2008
Assessment: ways of looking
Close up Standing back Public view
GEORGE BERNARD / SCIENCE PHOTO
LIBRARY
DAN SAMS / SCIENCE PHOTO LIBRARYTONY CRADDOCK / SCIENCE PHOTO
LIBRARY
© Crown copyright 2008
Standing back(APP)
Public view(External exams)
Close up (AfL)
Day-to-day
Periodic
TransitionalTONY CRADDOCK / SCIENCE PHOTO
LIBRARY
DAN SAMS / SCIENCE PHOTO
LIBRARY
GEORGE BERNARD / SCIENCE PHOTO
LIBRARY
© Crown copyright 2008
Day-to-day
Periodic
Transitional
Learning outcomes shared with pupils
Peer- and self-assessment
Immediate feedback and next steps for pupils
Broader view of progress for teacher and learner
Use of national standards in the classroom
Improvements to curriculum planning
Formal recognition of achievement
Reported to parents/carers and next teacher/school
May use moderated and validated tests/tasks
Key features
© Crown copyright 2008
Task 1: In pairs or threes:
On each posit write a type of classroom activity that you might include in your teaching over a term.
Which of these activities do you currently use to
assess pupils’ learning?
For each of these activities – how have you ‘assessed’ it?
© Crown copyright 2008
How does this fit in with
• day-to-day assessment• Periodic assessment• transitional assessment
© Crown copyright 2008
Teacher Guide
Standards filesAssessmentguidelines
SLT Guide
APP materials
© Crown copyright 2008
The Standards Files
• The Standards Files are exemplifications of national standards. These will help you reach consistent and reliable judgement about national curriculum levels in science. They are described in the appendix of the handbook.
© Crown copyright 2008
© Crown copyright 2008
AF1 Thinking scientificallyAF2 Understanding the
applications and implications of science
AF3 Communicating and collaborating in science
AF4 Using investigative approaches
AF5 Working critically with evidence
AF1.1 Using models for and in explanations
AF2.1 Effect of societal norms (political, social, cultural, economic) on
science
AF3.1 Using appropriate presentation skills to
enhance communication of scientific findings and
arguments
AF4.1 To effectively plan appropriate scientific
investigations.
AF5.1 Evaluation of the planning and
implementation of scientific investigations.
AF1.2 Weighing up evidence to construct
arguments and explanations
AF2.2 Creative use of scientific ideas to bring
about technological developments
AF3.2 Explaining ideas and evidence using
appropriate conventions, terminology and symbols
AF4.2 To identify and manipulate variables
within the context of an investigation
AF5.2 Consideration of errors and anomalies
(from L5)
AF1.3 The process of development of scientific ideas including the role of
the scientific community in their development.
AF2.3 Implications, benefits and drawback of
scientific and technological development of society
and the environment
AF3.3 Presenting a range of views judging any
possible misrepresentation
AF4.3 To support the gathering of evidence through collection of
precise and reliable data
AF5.3 Processing and analysing data to support
the evaluation process and draw conclusions.
AF1.4 Provisional nature of scientific evidence
AF2.4 Identification of how scientists use science in
their work
AF3.4 Scientists communicating worldwide
using conventions
AF4.4 To be aware of the risks associated with the
investigative process
AF5.4 Explanation and evaluation of evidence to
support the scientific process
Linking HSW and APP
© Crown copyright 2008
APP is not:
• to replace all other forms of assessment;
• independent of other assessment processes;
• a portfolio per pupil;
• a test completed at regular intervals.
© Crown copyright 2008
Which AF could be assessed by these activities?
– Doing a practical– Collecting first-hand data– Taking a table of results and deciding
how to represent the data– Making a model of a cell– Using the idea of particles to explain
how gases diffuse– Dialogue with each other or the teacher
Slide 3.7
© Crown copyright 2008
Examples of products
• Which approaches do you use?
© Crown copyright 2008
Task 2: making an assessment
• Consider the selection of evidence for pupil V.
• Use the grid provided to make a judgement of where the student is
• What does the teacher need to do to ensure further progression?
Pupil V video
© Crown copyright 2008
Feedback from pilot schools
• The Royal Grammar School
• Chesham High
• Sir William Ramsay
• Mandeville
© Crown copyright 2008
Positive Points
• Use existing activities for assessment
• Allowed for creative T+L
• Open ended tasks
• Contemporary ideas
• Challenged more able
• Allows assessment up to level 8 and EP
© Crown copyright 2008
Positive points continued
• Built on current AfL practice
• Integrates professional judgement
• Improves understanding of levels for teachers and pupils
• Highlights gaps in SoW
• Curricular targets
© Crown copyright 2008
Challenges
• CPD as a whole department
• Low ability pupils need more structure for open ended tasks
• Some Badger tasks questionable
• More difficult in schools with separate sciences
• Recording process
© Crown copyright 2008
Task 3: Planning and implementing APP in your department
• What are you going to do now?• How are you going to introduce this
process into your science department?• Which teachers and which groups?• What actions?• How will you evaluate the practice and
impact?
© Crown copyright 2008
Future support
• School networks – to support APP developments
• Central training – 3, ½ days – introducing APP– Moving on in APP– Moderation of APP
• Consultant support