1 assessment and evaluation of pshe (primary) 2 intended learning outcomes for those delivering pshe...
TRANSCRIPT
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Assessment and Evaluation
of PSHE(Primary)
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Intended learning outcomesFor those delivering PSHE to develop practical
strategies in assessment & evaluation:• Reflect on existing practice• Clarify the importance of assessment and
evaluation in PSHE • Become familiar with current guidance• Consider a range of assessment and
evaluation methods• Identify actions to build on existing practice
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Reflect on existing practice:
In PAIRS for 2 minutes discuss…a) What do you do?b) Why is it important?
FEEDBACK
1. Why you do it and what it is assessing?2. What the pupils gain from it?3. What you do with it?
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PSHEPSHE equips children and young people
with knowledge and practical skills to live safe, fulfilled and responsible
lives. PSHE enables them to reflect on and clarify their own values and
attitudes, and explore the complex and sometimes conflicting range of attitudes and values they encounter
now and in the future.
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Why assess PSHE
Ensures clear progression in teaching and learning and motivates pupils because they become partners in the assessment process
Pupils are clear about strengths and weaknesses in their learning
Teachers are clear about pupil achievement and how it might be improved
Provides an opportunity to raise the “value” and status of the subject by making the learning clear and explicit.
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How assessment contributes to effective PSHE
Clear learning outcomes shared with the learnerA classroom climate that clarifies boundaries,
maintains respect and enables pupils to discuss sensitive issues
Active learning and participatory teaching methods
Often deals with unplanned issuesTeachers challenge prejudice and enable pupils
to reflect on their own and other peoples’ viewsProvision is based on identified needs (baseline
assessment)
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What is needed for assessment, recording &
reporting?ASSESSMENT:• There is no statutory requirement for end of key stage
assessment in PSHE/SRE
RECORDING:• Schools are required to keep records for every pupil, including
information on academic achievements, other skills and abilities and progress made in school
REPORTING:• Schools must give brief comments to parents on the pupil’s
progress in each subject and activity studied. This may be a brief, separate commentary on progress, or as part of the school’s report on other activities in the school curriculum.
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Healthy Schools Accreditation PSHE theme
Minimum Evidence Requirements
1.1 Uses PSHE framework to deliver a planned programme of PSHE in line with DCSF & QCA guidance
1.2 Monitors and evaluates PSHE provision to ensure the quality of teaching & learning
1.3 Assesses pupils’ progress and achievement in line with QCA guidance
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To summarise…• Without assessment, PSHE cannot
demonstrate that it makes a difference• Can show that pupils are achieving in PSHE
in ways that can help them succeed in other areas of the curriculum.
• Can provide evidence that school is contributing to Every Child Matters & Healthy Schools
RESULT = higher expectations of teaching and learning
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Show DVD CLIP
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Consider a range of assessment and evaluation
methods…
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Baseline Assessment(Needs Assessment)
Prior to teaching a topic or unit of work, to determine where to start, inform planning, ensure lessons are
suitable and relevant to each groups needs and abilities. This will help you:
1. Identify what is already known
2. Clarify learning needs
3. Identify any special educational needs
4. Determine where to start
5. Decide how work should develop (resources)
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Examples…Thought shower / Word / Brainstorm:Ask students to call out ideas in response to the statement;‘What changes happen during puberty’‘All the people who can help us if we have a problem’Draw & Write activities:As above but may work best for younger children, those with poor literacy skills or with English as their 2nd language Values Continuum:To assess ability to express beliefs & listen to others views. Good with older children and those confident in group workQuizzes:To gather baseline knowledge on a topic‘Everything We Know About’ Sheets:See handout ‘SRE baseline assessment’
Use information gathered to set content & learning objectives collaboratively
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Formative Assessmentassessment for learning
To provide reflection and evidence for use by learners and teachers, to decide where they are in the
progress against agreed learning objectives, in order to determine where they need to go next and
how to get there.• Role play• Self-reflection diaries• Group observations• One to one discussions• Presentations• Course work
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The story so far…A quick means of assessing levels of understanding during a
session.Stop at a relevant point in the work you are doing and ask
students as individuals (or a group) to summarise the ‘story so far’
• what they have learnt about and • what they have learnt to do.(they can write this down)
You can prompt using questions e.g.• We have been learning about assertiveness skills to resist
unwanted pressure. Please can you identify the 2 most important things we have learnt.
• What else do you need to learn about?
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Summative Assessmentassessment of learning
To summarise progress and achievement at the end of a piece of work/topic/unit of work against a set criteria. E.g.
Progress & achievement judged in relation to;– A set of criteria such as a personal education
plan– End of Key Stage indicators (QCA)
The results of the assessment are used to provide quantitative evidence for reporting to parents, teachers and other professionals & in developing future learning goals.
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Examples:Quizzes or questionnaires:This helps to assess what has been learnt & what further work needs carrying outCompare to same quiz at start of topicMore open ended quizzes can help to assess understanding of differing attitudes & beliefs
Values Continuum: To assess changes in values and beliefs
Diamond 9: To assess changes in attitudes and values
Feelings Letter: To assess their feelings and additional support needs where relevant
Displays / Presentations / Posters / LeafletsObserved Group ActivitiesBefore and After StatementsClosing Rounds
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Identify actions to build on existing practice…
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Have a go...
Identifying everyday opportunities for assessment
in your planning
Choose a recent PSHE lesson and look for examples of assessment activities undertaken.
Review the variety of types of assessment, ensuring that you incorporate individual, pair and group reflection in the future
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Have a go... Using objectives and outcomes
Ensure there is a clear focus in your planning on what you intend pupils to learn (objectives) and the evidence to demonstrate that pupils have achieved them (outcomes)
Over 4 weeks introduce and focus lessons with objectives and outcomes
Question pupils during the lesson to check that they understand the objective and can explain how they know they have achieved it
Plan questions and plenaries to focus on outcomes Focus feedback on these objectives and outcomes Record on QCA record sheets (in handouts)
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Have a go... Formative assessment strategies
Next half term
Step 1Focus on 1 or 2 aspects of formative assessment and identify some strategies to trial in a series of lessons
Step 2After a few lessons, discuss with a colleague what went well and what did not
Step 3Consider what further support or training might help you embed these strategies
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Have a go… Involving pupils (Peer & Self-Assessment)
Adapt end of KS statements into pupil friendly language to enable clearer feedback and involve pupils in assessment
With a colleague, identify existing and potential peer and self assessment opportunities from a SoW/module for a year group
Within the next half term, plan opportunities and experiment with a range of strategies
Observe pupils assessing their work and give feedback on what they did well and how they could improve
Identify tools that can be used by pupils to record their own progress (see handouts)
Review the gains made by pupils with a colleague and decide how to embed these strategies
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EvaluationEvaluation is concerned with finding out how effective activities, materials and approaches
have been in achieving the aims and objectives of a learning experience and their
impact on the target audience.Evaluating the provision of PSHE & SRE is
particularly important as it offers valuable knowledge and insight for the worker to use
so that, as future work evolves and develops, effectiveness is improved.
DO YOU HAVE ANY EXAMPLES?…
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Please tell me what you thought…
Circle any words that describe the session.
You can also add your own words.
What I learnt about was….
A laugh
Cool Sorted Wicked
Interesting Rubbish Alright
Nasty OK Ace
Stupid Embarrassing Boring
Just what I wanted Excellent
FIELD OF WORDS
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1 How did you find the session – give a mark out of 10, with 1 = rubbish and 10 = excellent -----------
102 Name one thing you’ve learnt
3 How could we improve it for next time?
Ethnicity: Male/Female:
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LIKERT SCALEThe Faces Scale
Here are some faces expressing various feelings…Which face comes closest to expressing how you feel about the lesson about
………………………………………………………………..………….?
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In SummaryGood practice in assessing pupils current knowledge, skills &
attitudes includes using evidence from evaluations of teaching, assessment data, the outcomes of discussions with pupils, and behavioural surveys (HRBS).
To improve assessment, schools should:• Make good use of the QCA.s assessment guidance and end
of Key Stage statements for PSHE www.qca.org.uk• Determine pupils current knowledge and understanding
before a new topic is taught• Plan assessment as a key element of teaching and learning• Involve pupils in assessing their own progress• Gather evidence on pupils knowledge, understanding and
skills• Challenge pupils attitudes and raise their awareness of how
their actions have an impact on themselves and others.
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Assessment, Evaluation and Sex & Relationships EducationA practical toolkit for education, health and community
settingsSimon Blake and Stella Muttock
ISBN: 1904787 274. Published March 2005. 106 pages.
Price: £20.00www.ncb-books.org.uk/NCB_Books_Sex_Education_16.html
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Anne CarringtonHealthy Schools Officer
Ealing Council
020 8825 9916