kirkliston primary school why do we need a wider range of evidence of learning?...and what does it...
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KIRKLISTON PRIMARY SCHOOL
Why do we need a wider range of evidence of learning?...and
What does it look like in KPS?
Assessment as the Driver.
Using a broader range of assessments to match learning and the ways it is encountered.
Evidencing learning by children showing what they can do, know and understand.
Assessment improving learning and not only proving it.
Designing with children how best to do this Producing a carefully planned blend of
approaches to offer validity and opportunity Create an accurate picture of progress in
learning over time.
Kirkliston Primary School Evidencing children’s achievement – a holistic approach
Personal Learning Planning:
dialogue and Target-setting
evidence
Interaction: Teacher/teacher
pupil/pupil Pupil/teacher
Observations A chievement fi les Marking
Quality feedback
Formative approaches:
inc.
self and peer assessment children’s ability to generate success criteria
Summative pieces: inc. teacher resources check ups end of outcomes assessments reading comprehensions writing – VC OP pieces NA R
Standardised tests: - baseline - spelling - GL M aths and Reading
Learning journey jotter
progress over a significant
period of time
Tracking English & L iteracy pathways
M aths & Numeracy Talking to each other Shocks and surprises
transitions
- using a range of write, say, make and do
- with opportunities for application, breadth and challenge
- planned opportunities to share practice, moderate and monitor
= teacher’s professional judgement to report developing, consolidating and secure
What Now? Shared with parents but more work
required. Improve the engagement of children
in the choice of assessment styles to evidence their learning
Find a practical and manageable way of storing the evidence…any suggestions?