Tell us
something you KNOW,
something you ARE ABLE TO DO
and
something you UNDERSTAND
 To
know about
IPC Assessment for Learning
 To
be able to share your child’s
IPC learning
What do you already know about
IPC Assessment for Learning?
 Knowledge
To know…
 Skills
To be able to…
 Understanding
To understand ..
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Data, facts, information
Relatively simple
Knowing ‘that’, knowing ‘about’
Continually expanding
Knowledge explosion!
Can be researched or taught by
presentation
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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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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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?
SUMMATIVE
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A one off event/test
May be feedback but no feed
forward
Grades not necessarily with actions
Don’t need to know the learner
Aimed at reporting
FORMATIVE
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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
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

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.¨
It’s good to tell her how high she has jumped.
(Assessment of Learning - Summative)
It’s much better to recognise the height and help her
to jump higher.
(Assessment for Learning – Formative)
Watch the jugglers in action.
 Are they working at ‘Beginning’, ‘Developing’
or ‘Mastering’ level?
 How do you know?

Beginning
Developing
Mastering
The person is able to throw one
ball up and catch it. Catching is
usually accurate but not always.
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.
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
They still need to watch and
follow the ball with their eyes.
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’.
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

Geography Key Skills
2.5 Be able to use geographical terms
2.6 Be able to describe the main geographical features of the area immediately
surrounding the school
2.7 Be able to make simple maps and plans of familiar locations
2.8 Be able to use maps at a variety of scales to locate the position and
geographical features of particular localities
2.9 Be able to use secondary sources to obtain geographical information
2.10 Be able to express views on the features of an environment and the
way it is being harmed or improved
2.11 Be able to communicate their geographical knowledge and
understanding to ask and answer questions about geographical and
environmental features
Art
Geography
History
ICT
Music
Physical
Education
Science
Technology
International
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)
Details what the key skill will ‘look like’
in action and exactly how a child
performs within each learning stage.
Beginning
Developing
Mastering
Art 1.3
Art 1.4
B
B
B
D
D
B
B
B
B
D
D
D
B
D
D
D
D
D
D
IT: 1.5
To be able to enter save and retrieve
information
PE1.5
PE 1.3
Technology 1.6
Be able to comment on their plans
and structures and suggest areas for
improvement
PE 1.2
Technology 1.4
To be able to use simple tools and
materials to make structures.
Technology 1.3
Be able to describe their plans in
pictures and words
Technology 1.2
Be able to plan the structures they
are going to make
Science 1.4
To be able to help to conduct simple
investigations
Science 1.3
To be able to identify ways of finding
out about scientific evidence
Science 1.2 Be able to pose simple
scientific questions
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
To be able to order events and
objects
History 1.4
Be able to use key words and phrases
the passing
relating toHistory
5: of time.
To be able to work with each other
in an appropriate way.
International 1.5
International 1.4
To be able to respect indiv & indep.
Art 1.2
IPC Assessment for Learning: Toys
D
Corresponds to and reflects the teachers’
rubric, written in ‘child-speak’.
I’m getting used to it
I’m getting better
I’m really getting it
Used
to explain the key skill, success criteria
and expectations, in children’s 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
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
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 child’s termly reports will include
comments about their learning achievements in IPC with
reference to knowledge, skills and understanding.
•
Any questions or further
clarification?
www.greatlearning.com/ipc
www.internationalprimarycurriculum.com