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St. Patricks Primary

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St. Patrick's Primary. Assessment and Reporting. Staff Development Day. 13th April 2006 ... St. Patrick's Primary. Assessment and Reporting. The Product. they ... – PowerPoint PPT presentation

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Title: St. Patricks Primary


1
Staff Development Day 13th April 2006
  • Update
  • System Presentation
  • Electronic Whiteboard Presentation
  • Morning Tea
  • Class Work Samples (English)
  • Update on Report format
  • Lunch
  • Data Information

2
Update
  • Where are We up to?
  • Where is the System up to?
  • New School Policy
  • Report Development

3
System PresentationHitting the Target
  • Developing and improving assessment and reporting
    practice.

4
If you were being reported on what would you want
to know?
5
You would want to know
  • what you were being assess on
  • what the achievement levels were
  • who would be assessing you
  • how you would be assessed
  • what support you would be receiving
  • what feedback you would receive
  • when you would receive your result
  • the achievement levels on the reporting criteria
  • whether you had a right of appeal

6
Key Term
  • Report Criteria
  • The information that describes levels of student
    learning achievement in a semester on a scale
    described by the letters E A.

7
Grading Terms
8
The use of clearly described, objective reporting
criteria is of tremendous benefit to students,
teachers and parents because it involves a very
powerful educational process which produces a
very powerful educational product.
Process Product
9
  • What is the advantage of developing clearly
    described, objective reporting criteria?

10
The Process
  • actively engages teachers in ongoing professional
    dialogue about students learning.
  • increases the teachers understanding of the
    syllabus
  • emphasises the importance of quality programming
    for learning
  • emphasises the importance of an effective scope
    and sequence of content and skills.

11
The Product
  • they provide targets for students.
  • they provide targets for teachers.
  • they help to define the curriculum, and what
    achievement in the curriculum means, for parents.
  • they provide a clear link between the syllabus,
    the learning program, what has been taught, what
    has been assessed and what is reported to
    parents.

12
The Product
  • they provide a very educationally sound means of
    accountability when they are published to
    students and parents.
  • when published to students they provide an avenue
    for self-assessment and peer assessment.
  • they provide a very important means for teachers
    to ensure consistency across a cohort when
    reporting student learning.

13
Clearly described, objective reporting criteria
provide for both
  • ASSESSMENT OF LEARNING
  • and
  • ASSESSMENT FOR LEARNING.

14
Embedding Assessment Practice.
  • What are students to learn?
  • What do students already know and what can they
    do?
  • What key skills and content are to be assessed?
  • How are these to be assessed?

15

Assessment
  • This form of assessment involves teachers
    planning how and when they will gather evidence
    of learning at the same time as they plan the
    work students will do.
  • Assessment for learning recognises the importance
    of assessment for student motivation and
    self-esteem, and promotes the active involvement
    of students in their own learning.
  • is an essential and integrated part of teaching
    and learning
  • reflects a belief that all students can improve

16
Assessment
  • involves setting learning goals with students
  • helps students know and recognise the standards
    they are aiming for
  • involves students in self-assessment and peer
    assessment
  • provides feedback that helps students understand
    the next steps in learning and plan how to
    achieve them
  • involves teachers, students and parents
    reflecting on assessment data.

17
What language do we use to describe student
achievement?
  • Objective.
  • The language should mean the same for anyone who
    reads it. This helps to establish shared
    understanding.
  • Positive.

18
A Hierarchy of Skills
  • Assessment and reporting criteria should describe
    a hierarchy of skills.
  • Students build their achievement as a result of
    mastering these skills and content.
  • They cant achieve at the highest level A on
    that skill, or set of skills, until they have
    mastered all the aspects to the left.

19
Grading Terms
20
Grading Terms
21
  • The Learning Pyramid
  • The Targets

E
22
Grading Terms
23
The skills that the bulk of students in the
cohort are able to demonstrate are described by
the achievement level D
E
24
Grading Terms
25
Grading Terms
26
Grading Terms
27
Grading Terms
28
Grading Terms
29
Grading Terms
30
Morning Tea
31
Class Work Samples (English)
  • Task
  • Give each of your five work samples a number from
    1-5. (1 being the lowest to 5 the highest).
  • Work with your Cohort partner and order the ten
    samples from 1-5 (1 being the lowest to 5 the
    highest).

32
Class Work Samples (English)
  • Attempt to write Criteria for your work samples.
  • With your cohort partner and referring to the E
    A scale, give your ten work samples a grade.

33
Update on Student Report
34
Data Collection
  • Two Aspects of Data Collection
  • Diagnostic - BST
  • Tracking and Cross Referencing
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