IPC Assessment for Learning at Kidurong International School - PowerPoint PPT Presentation

Title: IPC Assessment for Learning at Kidurong International School


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IPC Assessment for Learningat Kidurong
International School
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Our Entry PointKnowledge, Skills and
Understanding

• Tell us
• something you KNOW,
• something you ARE ABLE TO DO
• and
• something you UNDERSTAND

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Our Learning Targets

• To know about
• IPC Assessment for Learning
• To be able to share your childs
• IPC learning

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Our Knowledge Harvest

• What do you already know about
• IPC Assessment for Learning?

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IPC Learning Goals

• Knowledge To know
• Skills To be able to
• Understanding To understand ..

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Knowledge

• Data, facts, information
• Relatively simple
• Knowing that, knowing about
• Continually expanding
• Knowledge explosion!
• Can be researched or taught by
• presentation

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Skills

• Practical to be able to do something
• Take time to develop through practise and
  experience need to be revisited
• Essence of many subjects What scientists
  do...what historians do
• At the heart of every subject
• Fewer key skills than facts
• Cross-cultural
• Transferable

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Understanding

• Complex relationship between knowledge and
  skills, developed over time
• Is facilitated, rather than taught.
• Do we ever truly understand something or do our
  knowledge and skills over time help us to develop
  an understanding?
• How often to we ask if or say that we understand
  something? Should we be really ask Do you/I
  know?

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Assessing Knowledge, Skills and Understanding

• Knowledge is easily assessable by tests, check
  ups and quizzes.
• Skills is difficult to assess out of context, no
  right/wrong. Skills need to be assessed more than
  once, as they are developmental.
• Understanding is more complex. It is longer,
  multidimensional process. Can we ever truly
  assess understanding?

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Assessment in the Primary School

• FORMATIVE
• Continuous
• Related to learning targets
• Looks forward target setting
• Feeds forward gives learning
• advice
• Personalised Learning
• Learning to Learn
• Leads to improvement
• Encourages engagement and self
• assessment
• Self Motivation/ownership of
• learning WIIFM

• SUMMATIVE
• A one off event/test
• May be feedback but no feed forward
• Grades not necessarily with actions
• Dont need to know the learner
• Aimed at reporting

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• Assessments we use to track progress and inform
  individual needs and
• to future planning for learning.
• Vocabulary Picture test Sept. June
• Salford Reading test Sept. June
• Daniels Diack Spelling test Sept. June
• On going assessments in Literacy Numeracy
• using the ENC levels
• IPC Assessment for Learning

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Primary SchoolAssessment for Learning

• Assessment for Learning is.
• the process of seeking and interpreting
  evidence for use by learners and their teachers
  to decide where the learners are in their
  learning, where they need to go and how best to
  get there.

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• Its good to tell her how high she has jumped.
• (Assessment of Learning - Summative)
• Its much better to recognise the height and help
  her
• to jump higher.
• (Assessment for Learning Formative)

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The skill of Juggling
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• Watch the jugglers in action.
• Are they working at Beginning, Developing or
  Mastering level?
• How do you know?

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A rubric for juggling
Beginning The person is able to throw one ball up and catch it. Catching is usually accurate but not always. They still need to watch and follow the ball with their eyes. Developing The person is able to throw two balls up and catch them with different hands. There is still some confusion about which hand to use. They can sometimes look straight ahead when throwing but often use their eyes to follow the ball. Mastering The person is able to throw three balls up and catch them with succession in different hands. They are able to look straight ahead when juggling and can automatically sense where to throw the balls
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Giving learning advice

• Using the rubric to decide what advice you can
  give each other to help you move from Beginning
  to Developing or from Developing to
  Mastering.

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IPC Assessment for Learning

• Skills based over a Milepost
• Identifies Key Skills
• Rubrics for children self assessment
• Rubrics for teachers ongoing assessment
• Learning advice, to help children to improve
  their skills
• Tracker to record assessments progress

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For all of these subjects
Art Geography History
ICT Music Physical Education
Science Technology International
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• Geography Key Skill 1.10
• Be able to make maps and plans of real and
  imaginary places, using pictures and symbols
• (Milepost 1 age 5-7 years, Primary 2 and 3)

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Teachers Rubric

• Details what the key skill will look like in
  action and exactly how a child performs within
  each learning stage.
• Beginning
• Developing
• Mastering

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Art 1.2                             Art 1.3   Art 1.4   International 1.4 To be able to respect indiv indep. International 1.5 To be able to work with each other in an appropriate way. History 1.4 Be able to use key words and phrases relating to the passing of time. History 5 To be able to order events and objects History 6 To be able to identify differences between their own lives and those of people who lived in the past. History 1.7 Be able to find out about aspects of the past from a range of sources   Science 1.2 Be able to pose simple scientific questions Science 1.3 To be able to identify ways of finding out about scientific evidence Science 1.4 To be able to help to conduct simple investigations Technology 1.2 Be able to plan the structures they are going to make Technology 1.3 Be able to describe their plans in pictures and words Technology 1.4 To be able to use simple tools and materials to make structures. Technology 1.6 Be able to comment on their plans and structures and suggest areas for improvement PE 1.2 PE 1.3 PE1.5 IT 1.5 To be able to enter save and retrieve information
  B         B   B   D   D   B   B   B   B   D   D   D         B   D   D   D   D   D   D   D
                                                   
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Childrens Rubrics

• Corresponds to and reflects the teachers
  rubric, written in child-speak.
• Im getting used to it
• Im getting better
• Im really getting it

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Using the Childrens Rubric

• Used to explain the key skill, success criteria
  and expectations, in childrens language
• Used to involve children in their learning and
• assessment process, including target setting
• Used before, during and after a learning task
  encourages reflection on their learning

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Photo
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Learning Advice

• Learning advice given for each key skill
• How to progress from Beginning to Developing
• How to progress from Developing to Mastering
• For individual children/groups/class
• For children at Mastering level, used to
• consolidate learning and to move to the next
• learning stage

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What evidence will you see of IPC Assessment
for Learning?

• Your children will be talking about their
  learning (not only what they are doing) in terms
  of knowledge, skills and understanding.
• They will be able to talk about learning skills
  some new and some consolidated, and using rubrics
  to self assess.
• Rubrics and other methods will be seen with their
  IPC subject learning, as evidence of their own
  self assessment.
• The IPC section of your childs termly reports
  will include comments about their learning
  achievements in IPC with reference to knowledge,
  skills and understanding.

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• Any questions or further clarification?
• www.greatlearning.com/ipc
• www.internationalprimarycurriculum.com