Subject Leader Day - Spring 2008
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Agenda
09:15 – 10:30
Introduction to APP
Using the APP materials for writing
10:30 – 10:45
Break
10:45 – 12:00
Using the APP materials for
reading and mathematics
12:00 – 13:00
Lunch
13:00 – 14:15
Gathering evidence for assessment
14:15 – 14:30
Break
14:30 – 15:45
National Year of Reading
Updates and networking
1
Sessions 1 and 2
Assessing Pupils’ Progress
(APP)
2
Aims
• To explain the background to APP
• To introduce the APP materials and explore the
process of assessing reading, writing and
mathematics
• To consider implications and ways forward for your
school
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What is APP?
• Assessing Pupils’ Progress is a tool to assess
progress periodically against National Curriculum
levels
• The APP approach places a much greater emphasis
on teachers’ ongoing knowledge of pupils’ progress in
reading, writing and mathematics
4
Background
• QCA has been working with the National Strategies
for several years to develop materials to strengthen
teachers’ ongoing and periodic judgements
• Materials for KS3 are already available. KS2
materials have been available since January 2008.
KS1 materials are being piloted this year.
5
Issues in assessment
• Over-emphasis on testing
• High stakes tests - results published and used to
evaluate school effectiveness
• Major burden on Y2 and Y6 teachers
• Inconsistencies in ongoing assessment and moderation
• Shift towards value-added measures has focused
attention on monitoring progress over time but quality of
underlying judgements is variable
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Some features of the current system
National standards
communicated
through test scores
Dominant assessment
techniques are specific
events rather than part
of daily teaching and
learning
High value
assessments at the
end of stages, not
useful for individual
progress
Assessment expertise
external to classroom
and school systems
Teachers reliant on short tests
for evidence of achievement
NOW
Progress is
articulated through
numbers (4, a/b/c, 5)
Assessments seen
as reliable because
external to the school
Separation of day-to-day
assessment from
national standards
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Teacher and pupil perspectives
We do a lot of
practising for
the tests
The test scores of my pupils
affect my performance
management judgements
I try to ‘second guess’
what will be in the tests
NOW
Teacher/pupil
I raise test scores
by training pupils
thoroughly for them
We do other activities
like drama and d&t when
we have done our work
for the tests
Some of us are better at
tests, some of us can’t
show our best in them
The test scores do not
always reflect what I know
of pupils’ performance
We have to give levels to
pupils once a term, whether
they’ve progressed or not
My family always wants
to know what level I’m
at, not what I’m good at
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Assessment – Ways of looking
Close up
Dayto-day
Standing back
Periodic
Public view
Transitional
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Ways of looking – standing back
Pupils
• applying learning in different contexts
• using independence and choice
• revealing strengths and areas for development
Teachers
• profile of attainment against national standards
• patterns of performance
• adjusts medium-term planning and pedagogy
• tracks progress
• makes connections across learning contexts
• promotes broad curriculum coverage
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The APP model
• 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 and encourages a
broadly based curriculum
 is embedded in the renewed primary frameworks
 is based on assessment focuses that underpin
national curriculum assessment
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The APP process
• Teachers select a sample of pupils
• Each term, they review the full range of evidence (written,
spoken and observed) for each assessment focus
• They select the appropriate ‘level boundary’ and arrive at
judgements using the assessment guidelines sheet
• Annotated examples of pupils’ work provide reference
points for teachers (standards files)
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APP materials
• APP Handbook
• Assessment Guidelines sheets
- assessment criteria based on level descriptions and
Assessment Focuses
• Standards Files
- annotated samples of pupils’ work which provide
nationally agreed reference points for teachers
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The APP approach
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Writing assessment activity
• Look at the work samples for pupil M
• Highlight the AF statements for which you find
evidence
• Make a level judgement for each AF
• Check handout for making an overall level judgement
for writing
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Example assessment guideline – reading
a
a
a
a
a
a
a
16
Feedback
• Discussion
How does this relate to the way you currently assess
writing in school?
What would be the benefits or issues in adopting the
APP format?
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Points to remember
• The APP materials should be used with a sample
group of pupils who are representative of the whole
class. (6 pupils suggested)
• There is no expectation that a separate portfolio of
work should be created as evidence – work in pupils’
books and folders is sufficient.
• There is no expectation that this should be done more
than once a term.
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Reading assessment activity
• Look at the work samples for pupil C
• Highlight the AF statements for which you find
evidence
• Make a level judgement for each AF
• Check handout for making an overall level judgement
for reading
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Feedback
• Discussion
How does this relate to the way you currently assess
reading in school?
What would be the benefits or issues in adopting the
APP format?
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Mathematics assessment activity
• Look at the work samples for pupil B
• Look at the evidence for number (Ma2)
• Highlight the AF statements for which you find
evidence
• Use the handout to make a level judgement for
number
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Example assessment guideline mathematics
Child on L3/L4 borderline
Make ‘best fit’
assessment
against L3 and
L4 criteria
Make overall level judgement
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Feedback
• Discussion
How does this relate to the way you currently assess
mathematics in school?
What would be the benefits or issues in adopting the
APP format?
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Emerging Issues
• Teachers initially struggle to identify evidence for reading
and using and applying mathematics (in contrast to
writing and number)
• Lack of independent work exposed in many classes
• Process initially time-consuming but gets easier
• Sample of pupils provides clear benchmarks for whole
class
• Improved questioning and dialogue
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Emerging Issues
• Process encourages teachers to recognise what they ‘know’
about children but also to look harder at what they can do
• ‘Neglected’ areas of work being addressed
• Greater recognition of evidence from other areas of the
curriculum (‘setting’ issues)
• Need to illustrate link back from assessment outcomes to
Framework learning objectives
• Senior leadership involvement in standardisation and
moderation essential
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Potential Risks
• Assessment criteria become a ‘tick list’ and/or drive
planning
• It’s initially challenging – SLT understanding and support
required
• Introduction would need to be phased and training
required
• Potential issues of ‘increased workload’
• Requires regular and systematic moderation
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Key benefits
• Assessment focuses help teachers recognise evidence in key
elements of reading, writing and mathematics
• Enables teachers to see a pupil’s ‘profile’ of attainment and to
share this
• Provides basis for discussing targets for improvement with
pupils, parents and carers
• Allows progress ‘within’ a level to be seen
• Offers an ‘intelligent’ version of a sub-level!
• Provides detailed information for the next teacher / school
• Reveals ‘gaps’ in curriculum and/or learning
• Develops shared understanding of national standards
• Reduces reliance on testing
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Key points
• This is a process
• Moderation, led by SM, is critical to ensure consistency
• There will be training implications
• Time constraints will need to be addressed – use of
Planning, Preparation and Assessment time
• Use of a ‘staged’ approach – introduction of one aspect
at a time is a possibility
• Is your school ready to take on APP?
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I recognise learning
and achievement in
the classroom
I understand
national standards
in detail
My teacher gives me
feedback which helps me
progress day by day
A POSSIBLE
I know my pupils’
strengths and needs
FUTURE
Personalised
I know how I am
progressing and what to
focus on next…
I build my knowledge
of my pupils into my
planning and teaching
… and my family knows
it so they help me too
My pupils make faster
progress than they used to
I know that my
colleagues share the
same expectations
I do different tasks
to show what I can do
I am supported by
my school systems
and by assessment
experts
When I move class my new
teacher understands where
I am and what I need to do
next
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