Title: IPC Assessment for Learning at Kidurong International School
1IPC Assessment for Learningat Kidurong
International School
2Our Entry PointKnowledge, Skills and
Understanding
- Tell us
- something you KNOW,
- something you ARE ABLE TO DO
- and
- something you UNDERSTAND
3Our Learning Targets
- To know about
- IPC Assessment for Learning
- To be able to share your childs
- IPC learning
4Our Knowledge Harvest
- What do you already know about
- IPC Assessment for Learning?
5IPC Learning Goals
- Knowledge To know
- Skills To be able to
- Understanding To understand ..
6Knowledge
- Data, facts, information
- Relatively simple
- Knowing that, knowing about
- Continually expanding
- Knowledge explosion!
- Can be researched or taught by
- presentation
7Skills
- 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
8Understanding
- 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?
9Assessing 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?
10Assessment 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
11- 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
12Primary 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. -
13- 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)
14The skill of Juggling
15- Watch the jugglers in action.
- Are they working at Beginning, Developing or
Mastering level? - How do you know?
16A 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
17Giving 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.
18IPC 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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20For all of these subjects
Art Geography History
ICT Music Physical Education
Science Technology International
21- 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)
22Teachers 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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26Childrens 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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28 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
29Photo
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31Learning 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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33What 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.
34- Any questions or further clarification?
- www.greatlearning.com/ipc
- www.internationalprimarycurriculum.com