Assessing the Personal Learning and Thinking Skills PLTS

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Assessing the Personal Learning and Thinking
Skills (PLTS)
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PLTS assessment questions

• Do we need to assess the PLTS?
• What does assessment mean in terms of the PLTS?
  (philosophy/vision of assessment)
• How might we assess the PLTS (practicalities of
  assessment)

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Do we need to assess the PLTS?

• The development of the personal, learning and
  thinking skills (PLTS) is an essential part of
  meeting (the aims of the curriculum).
• These generic skills (PLTS), together with the
  functional skills of English, mathematics and
  ICT, are essential to success in life, learning
  and work.

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Do we need to assess the PLTS?

• The development of the personal, learning and
  thinking skills (PLTS) is an essential part of
  meeting (the aims of the curriculum).
• These generic skills (PLTS), together with the
  functional skills of English, mathematics and
  ICT, are essential to success in life, learning
  and work.

Yes!
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Do we need to assess the PLTS?

• We need to assess the PLTS in order to-
• know where the learners are in their skill
  development
• enable personalised planning for progression
• monitor progress in skill development
• provide information for other teachers/institutio
  ns
• provide recognition of learners achievement
• to measure learners against national standards?

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Speed dating!

• What does assessment mean in terms of the PLTS?
  (philosophy/vision of assessment)
• Each date lasts four minutes
• You need to articulate your vision for
  assessment of the PLTS and find out your
  partners vision
• You dont actually get to go on a date at the
  end of the activity!

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PLTS Assessment Models
Futurelab report, Developing and accrediting
personal skills and competencies www.futurelab.o
rg.uk/projects/qca/research What emerged
clearly during the review and consultation was
that it was almost impossible to separate
out questions of assessment, curriculum, pedagogy
and school cultures in the development of
personal skills and competencies.
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PLTS Assessment Models
Innovative approaches to mapping progress
and development in personal skills and
competencies are required to achieve these
principles. These may include a move away from
detailed level descriptions, and instead see an
emphasis upon defining the key trajectories agai
nst which students might progress.
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PLTS Assessment Models
Our conclusion is that assessment which
prioritises either one lens (external/national)
or another (personal/local) is likely to have
significant weaknesses in developing
and assessing personal skills and competencies.
An overemphasis on external/national standards is
seen to reduce learning, while an overemphasis on
personal goals may reduce horizons
and Aspirations, motivation and engagement with
learning.
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PLTS Assessment Models external lens

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PLTS Assessment Models external lens

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PLTS Assessment Models external lens

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PLTS Assessment Models personal lens
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PLTS Assessment Models personal lens

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PLTS Assessment Models personal lens

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PLTS Assessment Models personal lens

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Post Ittm Pairs Activity
First Half

• On the theme of PLTS delivery and assessment in
  pairs within each group -
• Group A record 1 idea/thought about the current
  situation on each Post It
• Group B record 1 idea/thought about the ideal
  scenario on each Post It
• Both groups copy each idea out twice ie you both
  need a copy of each idea!

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Post Ittm Pairs Activity
Second Half

• Find a new partner in the other group
• Lay out your Post Its on the Flip chart paper as
  in the example on the flip chart
• Where a link exists between the current
  situation and the desired scenario draw a line
  between them
• Identify possible actions to move from current
  to ideal and write them on the line

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Weighing and feeding babies

• Dont let the lack of clear guidance about the
  future external assessment of the PLTS deter you
  from starting to develop these skills in learners
• A personal lens approach will provide learners
  with the framework they need to develop their
  skills and will also enhance the development of a
  mentoring culture and the personalisation agenda
• Pupils with high levels of competency in these
  skills will fair well in external assessment and
  life