Planning for Assessment

1
Planning for Assessment

• Use the POS from the NC to plan
• Use level descriptions to focus outcomes
• Find out and build on existing knowledge
• Use ongoing assessment to guide progression
• Tweak planning as necessary
• Teacher, class, self and peer assessment
• Work sampling

2

• To recognise(L3) and understand(L4) how people
  can improve and damage the environment (using own
  and other views L4)
• Skills focus fieldwork, mapping and ICT

I used this curriculum target to help me focus a
unit of work for year 4 pupils to ensure it was
pitched at the right level
3
Year 4 Using photographs to assess prior
knowledge
Paired and class discussions allowed me to find
out what pupils already knew about the local area
and about environmental quality.
4
Pupils were generally confident at finding
locations and plotting routes using maps in class
but needed more practice at making their own maps.
5
Success criteria I can show features of the
local environment on an outline map, using a
key. Buddy task has your buddy marked all the
main features? Have they used a clear key? How
could they improve their work?
Pupils had clear criteria and were paired with a
buddy for peer assessment
6
Pupils were asked to do a short self evaluation
at the end of a unit of work
7
Year 4 pupils were asked to self assess using
statements linked to levels
Level 2
level 3
level 4
8
Year 2 pupils were asked to reflect on a
fieldtrip to aid future planning. Why was
sketching the church too hard? How could this
activity be changed?
Do pupils enjoy their learning?
9
Year 2 pupils write their own questions at the
start of a unit of work on Mexico. Questions are
also useful for assessing prior knowledge
10
Year 2 Evidence for Level 2 type thinking I can
identify, name (using appropriate geographical
vocabulary) and represent three or more (M/A
pupil) different types of land use where I live
Well done , clear drawings and correct names
? Are there any buildings here? What for?
11
Year 2 Evidence for level 2 type thinking I
can give my own views on a locality using
appropriate geographical vocabulary
12
Y1 - Prior knowledge at the start of a unit on
Kenya gleaned through talk and annotation.
Pupil working at level 1 and needing support to
develop an awareness of the wider world (level 2)
13
Evidence for level 3 type thinking recognising
how people damage and sustain environments
Y4 - Self assessment can you identify the words
that help you describe a sense of place? Peer
assessment compare your words with your
partners how can you improve what you have done?
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Marking for improvement Self assessment at the
end of a unit
Lower ability child (Y3) showing awareness of
importance of main road in town development and
growth of residential area around it
15
Year 3 pupils sorted photographs into group by
land use agricultural, services. Residential,
transport
Groups peer assessed each others choices and
then had improvement time to make changes
Photo Jenny Till
16
How can I use assessment to narrow the gap and
raise pupils attainment?