Session 3

Gathering evidence for assessment

The National Year of Reading

Updates

Objectives:

• To consider the range of evidence that could be used for assessing pupils’ progress in mathematics and literacy

What forms of evidence do you currently use to assess pupil progress?

EvidenceIdeas could include use of:• video and still camera• peer assessment• peer tutoring• post-its• TAs• pupil presentation• voting systems• pupil interviews/conferencesanything else:

Mathematical evidence

Advantages and

Disadvantages

Key Points

• Evidence must be taken from a wide range of activities and learning opportunities.

• It is essential to keep the AFs central to the process.

• All staff will require training – teachers must not work in isolation.

Updates• National Year of Reading

• Early Literacy Support (ELS)

• Early Years and Foundation Stage

• Overcoming Barriers in Mathematics

The National Year of Reading

2008

Starting points and information

The National Year of Readingwww.yearofreading.org.uk For key information, resources, ideas and events:

Reading Connects/Reading Champions• www.readingconnects.org.uk

• www.readingchampions.org.uk

National Literacy Trust• www.literacytrust.org.uk

World Book Day – Thursday 6th March 2008• www.worldbookday.com

The Reading Connects website offers…

• Practical tried-and-tested ideas

• Resources – Family Engagement Toolkit

• Research

• Networking opportunities

• Inspiring case studies

Why should you get involved?

Reading Connects and Reading Champions can support you in helping your school to:

• Encourage children to foster a love of reading

• Work collaboratively with other schools and community organisations

• Raise standards

NYR – The Birmingham Challenges

1.Increase the use of local libraries-

-Promote membership through school

-Improve/develop the existing school relationship with your local library, so that children and parents will visit more regularly

-Join the Summer Reading Challenge

Further Challenges

2.All schools and children’s services review and extend their reading activities, particularly beyond the formal curriculum.

3.Deliver a set of recurring messages via as many routes as possible, to add to the culture of reading.

4.Clarify the network of support and development activities that are working to produce improved reading outcomes with people, identifying gaps and overlaps.

Further Challenges

5.Stimulate a wider selection of the community to engage with text–based activities- particularly in areas where levels of reading activity and ability are below city averages.

6.Encourage greater engagement of the private sector with reading and writing developments.

7.Use the NYR 2008 as a useful way of adding additional momentum to developments already outlined in plans across the 2007-2011 period.

‘Parental involvement in their child’s reading has been found to

be the most important determinant of language and

emergent literacy’

Bus,van ljzendoorn and Pellegrini1995

Early Literacy Support programme

Changes to the ELS programme

• ELS materials revised to bring them into line with the objectives in the Primary Framework for Literacy 2006 and with the recommendations of the Rose review into the teaching of Early Reading.

• They are aligned with the PNS publication Letters and Sounds and compatible with other similar approaches

• More emphasis has been given to reinforcing the systematic teaching of phonics and applying the ‘simple view of reading’

Early Years Updates

Documents and Contacts

Overcoming Barriers in Mathematics

• CD based resource containing materials designed to ensure pupils in Yrs 5 & 6 progress from a level 3 to level 4 by the end of KS 2