app and controlled assessment in history - june 2009

Welcome

Swindon &

Wiltshire History Conference

2009

Programme09.15 Welcome and

introductions 09.20 The new KS3 curriculum 10.45 Coffee 11.05 The new KS3 curriculum

– sharing good practice12.00 Updates – the new

GCSE courses and APP (flexible)

13.00 Lunch 14.00 Ways of looking at…… The changing nature of conflict

15.15 Close

• Opportunities to discuss and share good practice based on the new secondary curriculum

• Share intelligence on the new GCSE syllabi

• To learn more about APP

• To share resources, strategies and ideas to enhance learning in history

The Coursework

Controlled Assessment

Examination Board Comparisons

0

10

20

30

40

50

60

70

80

90

100

AQA

EDEXCEL

OCR

Coursework - issues

• Plagiarism• Too much scaffolding• Difficult for examiners to identify and

differentiate what the students had done• Parental help – 1/20 said they had done

coursework!• Lack of a computer at home can means

that students are disadvantaged• Custom made essays

Coursework

New QCA rules• Students complete work under direct supervision

of a teacher, although can do research etc at home

• Feedback operates under tight guidelines specified by the exam board

• Students get limited time in which to complete the work

• Students work individually• Access to resources limited to those specified by

the board

Controlled conditions – a whole school issue

• Do you have secure storage for ALL coursework?• Can you assure robust systems to provide secure storage of work done on

computers?• Are there adequate facilities for students to access ICT?• How flexible is your timetable in ‘the crunch times’?• What do subjects require to enable students to succeed?• Skills required – are your students able to work TRULY independently?• Is there an ethos of working silently in the classroom on coursework tasks?• What sorts of feedback are you able to give?• Are SL clear about the implications in their subject?• What plans do you have to ensure that students who miss controlled

assessments can complete the tasks?• There are an increasing number of subjects offering modular courses e.g.

History and Geography – what is the likely impact of this?

Assessing Pupil Progress

in History

Aims of this session

• To develop an understanding of the APP process• To provide opportunities for participants to consider the

implications for strengthening assessment in schools by using the APP process.

Outline• The context – ways of looking at assessment• APP – what will we be required to do?• What can be learn from the pilot/trial schools• What are the benefits of this approach• The next steps

ASSESSMENT FOR LEARNING

• Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

The Context

APP in FS2010?

APP in core subjects2006-72008-9

Subject Specific guidancee.g. feedback, target setting

2004-5

Whole School ThemeAFL

NS folder2004

T&L in FS2002

Black Box research1990’s

AFL

AfLembedding

acrossthe

curriculum and a

key element of

wholeschool

improvement

How will APP impact on teaching

and learning in History?

Assessment: ways of looking

Standing back

Public view

Close up Day-to-day

Periodic

Transitional

What are APP materials?• Assessment Guidelines – criteria for

making periodic judgements grouped by ‘assessment focus’

• Standards Files – annotated collections of evidence from a pupil which represent a particular level

• Handbook with guidance

Assessing Pupil Progress

• Do we need it?

• What do you do?

Assessing Pupil Progress

Take a range of evidence showing what a student can do.

Assessing Pupil Progress

Use the APP materials to decide on a level boundary.

Take a range of evidence showing what a student can do.

Assessing Pupil Progress

Take a range of evidence showing what a student can do.Use the APP materials to decide on a level boundary.

Use this to ‘benchmark’ the other pupils in the group.

Assessment Guidelines

Assessment Focus 1

Assessment Focus 2

Assessment Focus 3

Level 6

Level 5

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Assessing Pupil Progress

Diagnose strengths and weaknesses. Review curriculum planning to support progression

Use this to ‘benchmark’ the other pupils in the group.

Take a range of evidence

Use the APP materials to decide on the level boundary.

Assessing Pupil Progress

Use this to ‘benchmark’ the other pupils in the group.

Use a range of evidence showing what a student can do.

Use the APP materials to decide on a level boundary.

Review pupil work holistically

Identifies key elements Helps ‘professional

Judgement

Securing class Assessment

Review of SoWModeration

Diagnose strengths and weaknesses. Review curriculum planning to support progression

Assessing Pupil Progress

• Look at the work holistically

• Identifies key elements of each level

• Helps with ‘professional judgement’

• Encourages moderation

• Promotes curriculum development