St. Patricks Primary

1
Staff Development Day 13th April 2006

• Update
• System Presentation
• Electronic Whiteboard Presentation
• Morning Tea
• Class Work Samples (English)
• Update on Report format
• Lunch
• Data Information

2
Update

• Where are We up to?
• Where is the System up to?
• New School Policy
• Report Development

3
System PresentationHitting the Target

• Developing and improving assessment and reporting
  practice.

4
If you were being reported on what would you want
to know?
5
You would want to know

• what you were being assess on
• what the achievement levels were
• who would be assessing you
• how you would be assessed
• what support you would be receiving
• what feedback you would receive
• when you would receive your result
• the achievement levels on the reporting criteria
• whether you had a right of appeal

6
Key Term

• Report Criteria
• The information that describes levels of student
  learning achievement in a semester on a scale
  described by the letters E A.

7
Grading Terms
8
The use of clearly described, objective reporting
criteria is of tremendous benefit to students,
teachers and parents because it involves a very
powerful educational process which produces a
very powerful educational product.
Process Product
9

• What is the advantage of developing clearly
  described, objective reporting criteria?

10
The Process

• actively engages teachers in ongoing professional
  dialogue about students learning.
• increases the teachers understanding of the
  syllabus
• emphasises the importance of quality programming
  for learning
• emphasises the importance of an effective scope
  and sequence of content and skills.

11
The Product

• they provide targets for students.
• they provide targets for teachers.
• they help to define the curriculum, and what
  achievement in the curriculum means, for parents.
• they provide a clear link between the syllabus,
  the learning program, what has been taught, what
  has been assessed and what is reported to
  parents.

12
The Product

• they provide a very educationally sound means of
  accountability when they are published to
  students and parents.
• when published to students they provide an avenue
  for self-assessment and peer assessment.
• they provide a very important means for teachers
  to ensure consistency across a cohort when
  reporting student learning.

13
Clearly described, objective reporting criteria
provide for both

• ASSESSMENT OF LEARNING
• and
• ASSESSMENT FOR LEARNING.

14
Embedding Assessment Practice.

• What are students to learn?
• What do students already know and what can they
  do?
• What key skills and content are to be assessed?
• How are these to be assessed?

15

Assessment

• This form of assessment involves teachers
  planning how and when they will gather evidence
  of learning at the same time as they plan the
  work students will do.
• Assessment for learning recognises the importance
  of assessment for student motivation and
  self-esteem, and promotes the active involvement
  of students in their own learning.
• is an essential and integrated part of teaching
  and learning
• reflects a belief that all students can improve

16
Assessment

• involves setting learning goals with students
• helps students know and recognise the standards
  they are aiming for
• involves students in self-assessment and peer
  assessment
• provides feedback that helps students understand
  the next steps in learning and plan how to
  achieve them
• involves teachers, students and parents
  reflecting on assessment data.

17
What language do we use to describe student
achievement?

• Objective.
• The language should mean the same for anyone who
  reads it. This helps to establish shared
  understanding.
• Positive.

18
A Hierarchy of Skills

• Assessment and reporting criteria should describe
  a hierarchy of skills.
• Students build their achievement as a result of
  mastering these skills and content.
• They cant achieve at the highest level A on
  that skill, or set of skills, until they have
  mastered all the aspects to the left.

19
Grading Terms
20
Grading Terms
21

• The Learning Pyramid
• The Targets

E
22
Grading Terms
23
The skills that the bulk of students in the
cohort are able to demonstrate are described by
the achievement level D
E
24
Grading Terms
25
Grading Terms
26
Grading Terms
27
Grading Terms
28
Grading Terms
29
Grading Terms
30
Morning Tea
31
Class Work Samples (English)

• Task
• Give each of your five work samples a number from
  1-5. (1 being the lowest to 5 the highest).
• Work with your Cohort partner and order the ten
  samples from 1-5 (1 being the lowest to 5 the
  highest).

32
Class Work Samples (English)

• Attempt to write Criteria for your work samples.
• With your cohort partner and referring to the E
  A scale, give your ten work samples a grade.

33
Update on Student Report
34
Data Collection

• Two Aspects of Data Collection
• Diagnostic - BST
• Tracking and Cross Referencing