Assessing Pupils

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Assessing Pupils Progress

• APP for Writing

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APP the benefits

• APP is a structured approach to in-school
  assessment which
• Enables teachers to make judgements about their
  pupils attainment, keyed into national
  standards.
• Provides diagnostics information about the
  strengths and areas for development of individual
  pupils and groups of pupils.
• Informs curriculum planning and target setting.

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APP timeline for Regents Park

• Short INSET session to introduce APP.
• Second INSET session to assess evidence for a
  child in each class using APP guidelines.
• During spring term continue to gather evidence
  for 1st child, and extend to 2 more children. End
  of spring 2 complete assessment grids for these 3
  children.

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APP timeline for Regents Park

• During summer term gather evidence for 5 children
  and complete grids by end of term. In addition,
  grids will also be completed for 5 children who
  do not have a portfolio of evidence.
• For 2010/2011 we will gather evidence for 5
  children throughout the year, but will complete a
  grid for all children each term.

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The basic approach

• Step One Consider evidence
• Step Two Review the evidence
• Step Three Make a judgement

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Step One Consider Evidence

• A range of evidence is required between five
  and ten pieces of writing is sufficient and
  should be drawn from a range of literacy units
  and other curricular areas.
• The evidence will be gathered over a term.
• Evidence will be taken from the childrens
  normal work you do not need to set APP
  tasks.
• Evidence should include work where pupils have
  demonstrated a significant degree of
  independence.

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Step Two Review the evidence

• You are reviewing rather than assessing the work
  for the first time, as the work has already been
  marked.
• This gives us an opportunity to take a broader
  view of pupils achievements over a period of
  time.

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Strands 9,10,11
Strand 11
Strand 10
Strand 9
Strand 6
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• Step 1 Making assessment focus judgements
• For each AF, starting with AF5
• look at the evidence in relation to all the
  criteria for both the higher and lower levels at
  this borderline and highlight those that have
  been met
• make a best-fit judgement whether the higher or
  the lower level has been achieved and tick the
  appropriate level-related box
• if there is some evidence for an AF but not
  enough to make a judgement at the lower level,
  tick the BL (Below Level) box
• if there is no evidence for a particular AF, tick
  the IE (Insufficient Evidence) box.
• If you have ticked BL for more than one AF out of
  AFs 1 to 6, check whether you should be using the
  assessment guidelines for the next lowest level
  borderline.
• If you have ticked all, or almost all, the
  criteria for the higher level, check whether you
  should be using the assessment guidelines for the
  next highest level borderline.

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• Step 2 Making an overall level judgement
• Check your AF judgements against the requirements
  for each level.
• For level 1 ticks at level 1 for three out of
  AF5, AF6, AF1 and AF2 and either AF7 or AF8, plus
  some highlighting of level 1 criteria for
  handwriting.
• For level 2 ticks at level 2 for three out of
  AF5, AF6, AF1 and AF2 and either AF7 or AF8.
• For all other levels ticks at the target level
  for any four AFs out of AFs 1 to 6.
• If you have ticked IE for more than two AFs,
  there may be insufficient evidence to make an
  overall level judgement, in which case IE should
  be awarded.
• Now finalise the overall level judgement by
  deciding whether the level is low, secure or
  high.
• Low meets the minimum requirements for the
  level.
• Secure meets the minimum requirements for the
  level with some additional highlighting of
  criteria at the level in most other AFs.
• High the criteria for the level are highlighted
  across all, or almost all, the AFs, with some
  criteria in the level above likely to be
  highlighted as well.
• Your decision should take account of how fully
  and consistently the criteria have been met and
  how far the pupil demonstrates independence and
  choice across a range of evidence. Where evidence
  for AF7 and AF8 is significantly better/worse
  than the evidence for other AFs, it is likely to
  influence your judgement of low, secure or high.

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• Step 3 Checking the overall level judgement
• Finally, check the overall judgement by comparing
  the evidence with the relevant standards files.

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Task

• Analyse the work from a standards file and
  complete an assessment grid.
• Work through the flow diagram to decide upon a
  level.
• Begin to think about what learning opportunities
  you might plan for this child if they were in
  your class.

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Follow Up Task

• Please begin to collect evidence for one child,
  including independent writing in their literacy
  book and any assessed writing task they have
  completed this year. If the children have
  completed any independent writing tasks during
  topic, science, etc, then you should collect them
  as well. We will assess the evidence together in
  January.