Guidelines on Assessment of Here I Am 200708 New Levels of Attainment Exemplification Materials

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Guidelines on Assessment of Here I
Am2007-08New Levels of AttainmentExemplifica
tion Materials
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- Diocesan Proposal - The Assessment Process -
Mapping ATs to 7 Fold Process - Why use LOA at
the Planning Stage? - How? Q Driver
Words - Best Practice - What do the Levels
look like?
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The Diocesan Proposal

• The following proposal is in four parts
• To focus training and support on one strand of an
  AT and its level descriptors - each term. This
  strand will be linked to one topic from Here I
  Am each term. The focus for this academic year
  is as follows

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AUTUMN SPRING SUMMER
2007 2008 2008
AT 1 (ii) AT 1 (iii) AT 1
(i) Signs and Self-Giving
Differences Symbols
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(b) A part of the Here I Am Topic Days
will be given over to introducing the focus of
assessment for that term together with some
suggested teaching and learning activities to
assist assessment. If required, further days
could be set aside.(c) The Primary Schools
Website will provide support materials
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(d) To build up a Diocesan portfolio of
levelled work.Addressing one strand each term
makes the process manageable. This is, in no way,
meant to hold back any school that is further on
in the assessment process. Work with where your
school is! To this end, wherever possible, the
Diocese will provide support material for other
topics to aid assessment.
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The Assessment Process

• The proposal is to have a Diocesan timetable to
  enable teachers to become familiar, confident and
  competent in the use of the revised levels of
  attainment and to enable professional dialogue.
• We are addressing one strand at a time one per
  term - to make this process manageable
• At first the process will focus on childrens
  work, one piece per term, to enable teachers to
  become secure in what each strand looks like at
  each level.

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It will also enable teachers, at the planning
stage, to be able to ask and address the
question What must I do, in this topic, to
enable the pupil/s to achieve level X?A level
cannot be given to a pupil on the strength of
this one piece of work. This is one step in the
process. We will be working towards giving a
Best-fit judgement using a range of work over a
period of time. (See LOA Document, p.17)
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Mapping the Attainment Targets to the Here I Am
Programme
MY EXPERIENCE
THEME/TOPIC Covered through AT1
RESPONSE
SHARED/WIDENED
DEEPENED
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AT2 is about pupils increasing ability to apply
AT1 to own life. This is done through
developing a respect for religion through
reflection, question and response.
RECOGNISE
AT2 is covered through the 7 fold process of
HIA
MY EXPERIENCE
REFLECT
RENEW
RESPONSE
THEME/TOPIC AT1
SHARED/ WIDENED
RESPECT
REMEMBER
REJOICE
DEEPENED
RELATE
A concept map at Recognise and Remember is a good
way to assess. (See Thinking Skills handout)
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Why Use LOA When Planning?

• What must I do, in this topic, to enable the
  pupil/s to achieve level X?
• It is essential that teachers use the level
  descriptors in their planning of Here I Am
  topics and identify an assessment activity at the
  planning stage. This is because
• 1. Assessment is a necessary part of the learning
  process

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Teachers plan to bring about effective learning
and planning is informed by assessment criteria
(LOA, Learning Objectives, Expectations). Two
of the purposes of the revised Attainment Targets
are - to support childrens learning by
offering an account of progression in RE - to
identify the next step in learning
Consequently, the level descriptors are an
essential tool for use at the planning stage and
beyond. (AfL)
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2. The level descriptors are generic not
Here I Am specificBy their nature the
levels of attainment are independent of any
commercially produced resource and try to provide
a generic map through which progress in religious
literacy may be assessed.Document on LOA, (p.
5)
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The LOA provide an agreed, educationally sound,
and therefore, authoritative framework or map
of pupil progression in religious literacy. -
the foundation upon which teachers build
effective teaching and learning strategies and
the scaffolding. Planning for Effective
Learning characterised by use of - revised
level descriptors- Here I Am learning
objectives, outcomes and expectations.
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HOW ?The QuestionDriver Words
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What must I do, in this topic, to enable the
pupil/s to achieve level X?
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DRIVER WORDS AT1 AT2Level
One Recognise
Talk aboutLevel Two Describe
Ask Level Three Give
Reasons Make LinksLevel
Four Show Engage
and Understanding Respond
Level Five Identify and explain
Explain
distinctions
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BEST PRACTICE(See Handout)
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Implementing the Diocesan Proposalin schoolQ
What will planning look like? - Teachers will
plan together. Plan whole topic - Assessment
opportunities included at planning stage. -
The Q What must I do, in this topic, to enable
the pupil to achieve level x? will help
structure tasks - The Level Descriptors and
Driver Words will help structure tasks -
Here I Am objectives, outcomes, topic
expectations will help structure tasks.
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Q What will we assess each term? - Every pupil
must be assessed at least once per term using
the new Levels of Attainment. - This can be done
following the Proposal i.e. Autumn Signs
and Symbols etc or your school could meet
this requirement in another way - Each
pupil must be assessed using Here I Am
Expectations at the end of every topic - It is
advisable that every pupil be assessed in AT2
at some point in the academic year. A record
sheet and suggested activities will be provided
(on website) to assist teachers. - Hold a
staff moderation meeting after each
assessed topic
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Pupil Work andLevel DescriptorsThis is a
best-fit judgement.Use the progression built
into the level descriptors to make a judgement
that a piece of work is more one level than
another
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Autumn 2007 AT 1 Learning
about Religion Strand (ii) Celebration and
RitualTopic Signs and SymbolsLevel 1
Recognise some religious signs and
symbols and use some religious words and
phrases Pupils will recognise some of the
signs and symbols of Baptism (e.g. water,
candle, white garment) and can use some
religious words (e.g. sign of the Cross, or
words of Baptism)
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(No Transcript)
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This pupil is achieving Level 1 in AT1 Strand
ii.i.e. Learning about Religion Knowledge and
understanding of Celebration and RitualS/he
recognises some of the religious signs and
symbols used in Baptism (e.g white garment) and
can use some religious words and phrases (e.g.
baptised, Gods family, priest)EvidenceThis
pupil has not achieved level 2 because s/he has
not used religious words/phrases to describe some
religious actions and symbols (L2). S/he does
recognise (naming) that s/he wore a wite robe
and was blessed but there is insufficient
description of the religious actions and symbols
of baptism to achieve level 2.
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Level 2 Use religious words and phrases to
describe some religious actions and
symbols Pupils will be able to use some
religious words and phrases to describe what
happens at Baptism such as the pouring of water,
anointing with oil, sign of the Cross.
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(No Transcript)
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Evidence While the last 6 lines of this pupils
work are unhelpful irrelevant this pupil has
gone beyond Level 1 because s/he has used
religious words and phrases to describe some
religious actions and symbols. There is more of a
description of religious actions and symbols of
Baptism than in the two previous pieces.This
pupil has not achieved L3 because the reasons
given for religious actions/symbols are at best
insufficient but mainly incorrect.
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When assigning a level to a piece of work it is
important to have in your mind the progression
from one level to the next and make a judgement
about which level a piece of work best fits.The
progression from Level 1 to Level 2 is as
follows L1 recognise (and) use L2 use
(to) describe L1 recognise religious signs
and symbols use religious
words/phrases L2 use religious words/phrases
to describe religious signs and symbolsIn
the 2 examples of Level 1 and the example of
Level 2 the difference is that - at level 2 -
there is more description of religious
actions/symbols i.e. of what happens at Baptism
rather than simply recognising (naming) religious
signs and symbols. At L2, more narrative is
required. The two descriptors at L2 are more
connected than the two descriptors at L1.
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Level 3 Use a developing religious vocabulary
to give reasons for religious actions and
symbols Pupils will be able to give
reasons for a variety of the things which
happen in Baptism
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(No Transcript)
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Evidence This pupil has gone beyond a
description of religious actions and symbols and
so achieves better than L2. S/he uses a
developing religious vocabulary to give reasons
for religious actions and symbols. (L3) S/he
mentions the Sacrament of Confirmation but this
is insufficiently developed to achieve L3 or L4.
Overall, there is enough evidence in this piece
of work for the pupil to achieve L3.
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Signs and symbols - what I know now by
Louise Babies are baptised so they can become a
member of Gods family. John the Baptist reminds
me of baptism. John the Baptist baptised Jesus.
Candles are a sign that God is the light of the
world and God is always with us. Holy water is
poured on your head and it means you have no more
sins in you. The oil of chrism is rubbed on you
and it is a sign of strength. The shawl is
wrapped around you and it is a sign of you are
clean. People are confirmed so they can pick a
saints name that would be part of their name. The
people that are making confirmation chose to be a
Christian. You have to make your own promise.
Pentecost reminds me of Confirmation. Pentecost
is when the wind and flame comes. You get the oil
of chrism on you. You get a candle. You have to
pick a sponsor to help you if you are stuck. You
have a very important job you have to live like
God did and like a Christian. It is important
after Confirmation to really expect to live like
God. The cross is important because God died on
it.
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Evidence The task had a primary focus on AT1
Strand ii, but the pupil is able to make the link
between the story of the baptism of Jesus and
infant baptism (AT1 Level 3 Strand i). In
relation to Strand ii she has gone
beyond description of religious actions and
symbols so she achieves better than Level 2. She
uses a developing religious vocabulary to explain
the meaning of the actions and symbols of the
ceremony of baptism (AT1 Level 3), but struggles
to explain those of confirmation. There is a
beginning of the use of religious terms to show
an understanding of the different liturgies of
baptism and confirmation, but it is
insufficiently developed to indicate any
competence at Level 4.
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Level 4 Use religious terms to show an
understanding of different liturgies. Pupi
ls will be able to show an understanding of
the connection between Baptism and
Confirmation.
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(No Transcript)
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EvidenceThis pupil has gone beyond giving
reasons for religious actions and symbols and so
achieves better than L3. S/he uses religious
terms (ceremony, godparents, evil, Easter Vigil,
Christian commitment) to show an understanding of
different liturgies (L4) showing connections
between them and an understanding of renewing
Christian commitment throughout life.This
response is not sufficiently developed to achieve
L5. It omits mention of the importance of
initiation, of the centrality of the death and
resurrection of Jesus for the symbolism of
Baptism and the fruits and gifts of the Holy
Spirit.Overall, this pupil achieves L4.