Introduction to: Introduction to: Assessing Pupil Assessing Pupil Progress (APP)Progress (APP)

What is APP?What is APP?A structured approach to periodically A structured approach to periodically

assessing pupil progress throughout KS2 (and assessing pupil progress throughout KS2 (and KS3)KS3)

A periodic review of work already done, not a A periodic review of work already done, not a new assessment eventnew assessment event

Supports teacher ongoing assessmentSupports teacher ongoing assessmentNot statutoryNot statutory

APP materialsAssessment guidelinesStandards filesFlow charts for making level judgmentsTraining standards filesShort video clips

Assessment guideline - mathematicsAssessment guideline - mathematicsChild on L3/L4 borderline

Make ‘best fit’ assessment

against L3 and L4 criteria

Make overall level judgement

Using the Using the assessment guidelines – assessment guidelines – Assessment FocusesAssessment Focuses

Assessment guidelines are made up of Assessment guidelines are made up of Assessment Focuses (AFs) which: Assessment Focuses (AFs) which:

help teachers recognise evidence in key elements of help teachers recognise evidence in key elements of reading, writing and mathematicsreading, writing and mathematics

Enable teachers to see a pupil’s ‘profile’ of attainment Enable teachers to see a pupil’s ‘profile’ of attainment and to share thisand to share this

Provide basis for discussing targets for improvement Provide basis for discussing targets for improvement with pupils, parents and carerswith pupils, parents and carers

Allow progress ‘within’ a level to be seenAllow progress ‘within’ a level to be seen Offer an ‘intelligent’ version of a sub-level!Offer an ‘intelligent’ version of a sub-level! Provide detailed information for the next teacher / school Provide detailed information for the next teacher / school Reveal ‘gaps’ in curriculum and/or learningReveal ‘gaps’ in curriculum and/or learning

Assessment Focuses are:Assessment Focuses are: the agreed national interpretation of the the agreed national interpretation of the

National Curriculum Level Descriptors linked National Curriculum Level Descriptors linked to the 2006 Primary Framework (see next to the 2006 Primary Framework (see next slide) slide)

designed to help teachers judge where designed to help teachers judge where pupils’ are in their learning and plan pupils’ are in their learning and plan accordingly.accordingly.

tools for assessment, tools for assessment, not learning not learning objectivesobjectives. .

Using and applying mathematics

Counting and understanding number

Knowing and using number facts

Understanding shape

Measuring

Handling data

Calculating

Ma1 Using and Applying mathematics

Ma2 Number

Ma3 Shape, space and measures

Ma4 Handling data

2006 Primary Framework Strands

National Curriculum attainment target

APP AFs

Problem solving

Communicating

Reasoning

Numbers and the number system

Fractions, decimals, percentages and ratio

Operations and the relationships between them

Mental methods

Solving numerical problems

Written and calculator methods

Shape

Position and movement

Measures

Processing and representing dataInterpreting data

BLOCKS

A; B; C; D; E

A; E

B; E

A; D; E

B; D

C

C; D

Standards filesStandards files are annotated examples of Standards files are annotated examples of pupil’s work which include:pupil’s work which include:

a range of evidencea range of evidenceteacher’s notes and summaries teacher’s notes and summaries next steps for the childnext steps for the childcompleted assessment guidelines sheetscompleted assessment guidelines sheets

There are standards files for pupils working There are standards files for pupils working at each of the National Curriculum levels.at each of the National Curriculum levels.

Standards files are used to:

standardise judgements, that is, to ensure that teachers’ judgements are in line with national standards before making assessments;

provide a reference when assessing your own pupils;

support moderation activity;clarify what it means to make progress;exemplify the APP approach.

Making a (sub) level judgement

To decide whether the level is ‘low’, ‘secure’, or ‘high’ think about what the child demonstrates in terms of:

How much of the level How consistently How independently In what range of contexts

NB. The terms ‘low’, ‘secure’ and ‘high’ broadly equate to ‘c’, ‘b’, and ‘a’ for the purposes of recording and tracking data.

EvidenceEvidenceTo make a level judgement you will need:To make a level judgement you will need:Evidence of pupil’s mathematics that shows Evidence of pupil’s mathematics that shows

most independence, e.g. from work in other most independence, e.g. from work in other subjects as well as in mathematics lessonssubjects as well as in mathematics lessons

Other evidence about the pupil as a Other evidence about the pupil as a mathematician, e.g. notes on plans/marking, mathematician, e.g. notes on plans/marking, pupils own reflections, your own recollections pupils own reflections, your own recollections of classroom interactions, oral answers given of classroom interactions, oral answers given during mental starters…”during mental starters…”

The best evidence is:The best evidence is:From work where children have been independent or From work where children have been independent or

spontaneous e.g. cross curricular. Was it the result of spontaneous e.g. cross curricular. Was it the result of careful scaffolding?careful scaffolding?

From work that has required the application of different From work that has required the application of different skills – UAM investigative/problem solving or where skills – UAM investigative/problem solving or where children had a choice of method to use e.g. number linechildren had a choice of method to use e.g. number line

Gathered outside the context of ‘this week’s’ teaching Gathered outside the context of ‘this week’s’ teaching (e.g. responses to marking comments)(e.g. responses to marking comments)

Can teachers talk about the evidence?Can teachers talk about the evidence?From activities which are fun and enjoyable e.g. From activities which are fun and enjoyable e.g.

children’s strategies and discussions when playing children’s strategies and discussions when playing games.games.

The APP approachThe APP approachCollects together:

children's work

any other evidence

assessment guidance materialsIdentify borderline for attainment target

Look through the work for each AF until confident with the criteria that are ‘best fit’

Highlight applicable AF criteria and tick the level related box for each

Make an overall level judgement