Assessment: A view from the receiving end

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Assessment A view from the receiving end

• As you read through Billys experiences annotate
  the sheet to indicate Billys changing emotions
• Once you have done this read through again
  annotating the assessment issues that Billys
  experiences raise
• Then note down the kinds of assessment
  information that you think Billy needs
• Finally, note down what measures could Billys
  teacher introduce to improve the effectiveness of
  her marking.

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Why do we assess?

• Assessment may be
• Diagnostic where the assessment is designed to
  identify particular needs of the pupil for future
  action
• Formative where the assessment is designed to
  provide information about the progress of the
  pupil at a particular point in time
• Summative where the assessment is designed to
  measure attainment at the end of a particular
  stage.

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How do we assess?

• Assessment may be
• Norm referenced in which the pupils are placed in
  rank order according to their performance
• Criterion referenced in which pupils are judged
  against agreed criteria which are not dependent
  on the performance of other pupils
• Ipsative in which pupils are judged against their
  own previous performance.

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Other considerations in an assessment strategy

• Validity Are you assessing what you intend to
  assess? To maximise validity the assessment
  should resemble the pupils learning experience
  in terms of content and process. Judgements
  informed by informal observations, discussions
  about classwork undertaken and recorded by the
  teacher.
• Reliability To maximise reliability you need to
  reduce all possible sources of variance such as
  the conditions in which the assessment takes
  place and different possible judgements.
  Standardised tests, multiple choice etc.
• Manageability

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Assessment for Learning beyond the black box
(1999 University of Cambridge)

• Is embedded in a view of teaching and learning of
  which it is an essential part
• involves sharing learning goals with pupils
• aims to help pupils know and to recognise the
  standards they are aiming for
• involves pupils in self-assessment
• provides feedback which leads to pupils
  recognising their next steps and how to take
  them
• is underpinned by confidence that every student
  can improve
• involves both teacher and pupils reviewing and
  reflecting on assessment data

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Assessment KS3

• There are no externally set tests which pupils
  have to take in history at the end of KS3
• There is, however, statutory teacher assessment
  of pupils in history at the end of KS3
• In other words, teachers must report the level
  attained by pupils in history at the end of KS3
• There are test materials available for teachers
  to use but there is no obligation for teachers to
  use these
• If a parent asks what level their child is
  performing at in history, a teacher must provide
  this information within 15 school days.

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Formative assessment

• Look at the two annotated scripts on the Battle
  of Hastings.
• Read one of the scripts Why was the Roman army
  successful annotating for the pupil to show
  where s/he has applied good writing procedures.
• Write a feedback comment and target for the pupil
  to work on.

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Diagnostic assessment

• For this task you should look at one or more of
  the following pupil scripts
• The Slave Triangle Version
• Was Oliver Cromwell a hero or villain?
• For either of the above, consider how effective
  they are in connecting, expressing and developing
  ideas. What advice might their teacher give?
• Pollution notes
• These were produced for homework in response to
  make notes on pollution from your own reading.
  What issues does the pupils response raise?

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Summative assessment

• From your marking of pupils work
• Levels awarded
• Comments given to pupils
• Targets set for pupils
• Any issues arising.

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Assessment GCSE

• Replaced the two tier system of O-Levels and
  CSEs
• Assessment criteria have been revised to come
  into line with National Curriculum KSUs
• Common subject criteria and code of practice
  which all exam boards must comply with
• David Hargreaves (formally of the QCA) has talked
  of the need to reduce the assessment burden at
  GCSE others have argued that, since most
  children stay at school until 18, GCSEs have
  become redundant.

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Examining Boards

• AQA (Assessment and Qualifications Alliance which
  includes SEG, NEAB, AEB)
• Tel [phone] www.aeb.org.uk
• Edexel
• Tel [phone] www.edexcel.org.uk
• OCR / MEG (Oxford, Cambridge and RSA
  Examinations)
• Tel [phone] e.mail
  publications_at_ocr.org.uk
• WJEC (Welsh Joint Education Committee)
• Tel [phone] e.mail
  bookshop_at_wjec.co.uk
• CCEA (Northern Ireland Council for the Curriculum
  Examinations and Assessment)
• Tel [phone] www.ccea.org.uk

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Syllabuses

• Modern World History full and short course
• Schools History Project full and short course
• British Social and Economic full and short course
• Humanities full course
• History Certificate of Achievement
• Modern European and World History full course
  (Edexcel)
• Modern British History full and short course
  (Edexcel)