APP Day 3

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Assessment for progression

• APP Day 3
• A level is a level

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AIMS

• To reflect of the APP journey so far
• To share national and local developments
• To give you time to evaluate progress and plan
  your next steps

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Sir, how do I get up to a level 6?
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Assessment ways of looking

• - immediate feedback
• in specific aspects
• - relevant next steps
• - reflection on learning
• as it is happening
• detailed interaction
• with learners
• - changes in short-term
• planning

- formal recognition of achievement -
influences future opportunities and next
choices - related to national standards - for
next teacher - curriculum narrowed?
Day-to-day
Periodic
Transitional
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Whats missing?

• For pupils
• How am I doing in the subject/aspect as a
  whole?
• What are the main areas where I need to improve
• Where do I show what I know and can do?

• For teachers
• How well are my pupils achieving overall?
• Can I see the wood as well as the trees?
• Where are the gaps in learning?
• How do national standards inform my teaching?

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Assessment ways of looking
APP
Day-to-day
Periodic
Transitional
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How the three forms of assessment interrelate
Year 6/9 term 2
Year 3/7 term 1
Day-to-day
Day-to-day
Periodic
Periodic
Transitional
Transitional
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Assessing pupils progress (APP) is a structured
approach to assessing pupils work. The APP
approach draws extensively on effective
assessment for learning practice and will support
schools in raising standards of achievement It
enables teachers to assess pupils progress in
relation to National Curriculum (NC) levels
through Key Stage 2 and 3 use diagnostic
information about pupils strengths and
weaknesses to improve teaching and learning.
A
ssessing
P
upils'
P
rogress
Putting the figures into action
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The APP model is a model of assessment that

• draws on formative approaches and is diagnostic
• is periodic and keyed to national standards
• integrates assessment into teaching and learning
• enhances classroom practice
• is based on assessment focuses (broken down into
  assessment criteria) that underpin national
  curriculum assessment

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APP has the potential to impact on

• strengthening teacher assessment as part of
  everyday teaching and learning,
• teachers questioning skills
• the quality of talk about learning
• the depth of pupils understanding, including
  their ability to make links
• teachers and pupils understanding of
  progression
• the consistency on making periodic judgements of
  progress across KS3
• pupils awareness of their strengths and areas
  for improvement
• pupils and teachers feel for National
  Curriculum (NC) levels

Effective development of APP will take time but
the benefits can be immense.
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The 3 2 5 APP model
3 Key Questions 2 Key Characteristics 5 Key
Action Points
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What is APP? What does it look like? Who will be
APP-ed?
3

• APP is a systematic approach to ongoing
  assessment that provides
• diagnostic information about pupils strengths
  and weaknesses to improve teaching and learning.
• an overview of pupils progress in relation to NC
  levels in mathematics throughout KS2 and KS3

2
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• Do teachers know that assessment criteria have
  been defined?
• Do teachers know why the assessment criteria have
  been defined?
• Have the assessment criteria been mapped onto
  planning documents?
• Do teachers know how they are going to assess the
  criteria?
• Do teachers know who and how they are going to
  record (and use) their assessments?

5
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• Do teachers know that assessment criteria have
  been defined?
• Do teachers know why the assessment criteria have
  been defined?
• Have the assessment criteria been mapped onto
  planning documents?
• Do teachers know how they are going to assess the
  criteria?
• Do teachers know who and how they are going to
  record (and use) their assessments?

5
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Summative
Formative
KS3/4
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Yellow hat Benefits

• Makes target setting meaningful and target
  getting achievable
• Allows progress within a level to be seen
• Offers secure evidence for pupil
• tracking - a professional and personalised
• version of a sub-level
• Reveals gaps in curriculum and/or
• learning
• Strengthening subject knowledge
• Strengthens approach to AfL

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Black hat Problems, difficulties, caution

• How consistently, how independently, in what
  context?

• Teaching objectives versus assessment objectives

• Temptation to over-test

• Workload increase?
• Takes time to embed

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Some key messages from the MGP pilot about
tracking progress

• Any tracking system must be underpinned by
• a secure evidence base
• a secure understanding of levelness
• a secure understanding of what constitutes
  progression from one level to the next
• a system which ensures prompt identification of
  underachievement and targeted intervention
• Effective tracking is dependent on effective
• assessment practice

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• Tracking must be more than a recording process.
  It must contribute to increased rates of progress
  by
• Identifying strengths, gaps and weaknesses in
  pupils learning
• Helping pupils to see where they are making
  progress
• Building on strengths and acting on gaps and
  weaknesses through teaching and learning

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Dispelling the myths

• APP is not about
• Collecting special portfolios of pupils work
• Levelling individual pieces of work
• Creating a bolt-on assessment procedure
• Putting more tests in place
• Only using tasks
• Only focusing on a few pupils
• Only assessing selected AFs
• Using the AFs to drive teaching and learning
• Creating pupil-friendly versions of the
  criteria
• Using the grids as a summative recording sheet

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Assessing Pupils Progress sublevels
APP judgements for each attainment target are
refined into low, secure or high within the
level. This is done in a holistic way by taking
into account how independently, how consistently
and in what range of contexts pupils demonstrate
their attainment.
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Sir, how do I get up to a level 6?
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Scenarios
Note at levels 5 and 6 weightings are 45, 20,
20, 15