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The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
Welcome to Y7 Parent Information Presentation
Baseline AssessmentDave Rowe,
Senior Deputy Headteacher
What am I going to talk about?
The Fernwood KS3 Assessment Framework
Y7 Autumn term Baseline Assessment
Future development
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
Values driven
Respect
Dignity
Diversity
Tolerance & compassion
Happy
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
“
Achievement with Care & Discipline for
all”Core Purpose
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
“Achievement with Care & Discipline for
all”
Successful Learner
Confident Individual
Responsible Citizen
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
Fernwood School
‘Big Picture’
The Fernwood 6
6 Holistic Learning Outcomes
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
GPVS (Grammar, Punctuation, Vocabulary &
Spelling)
Reading
Mathematics
3 Types of Test
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
3 Test Results for each type of Test
Raw score Scaled score Outcome
GPVS 0 - 70 80 - 120 AS
Reading 0 - 50 80 - 120 AS
Mathematics 0 - 110 80 - 120 NS
AS – Achieved standardNS – Not achieved standard
This is the pupil’s outcome from the test
Range of raw scoresThe range of raw scores will vary from test
to test and possibly from year to year
Scaled score around 100A scaled score of 100 or more shows the
pupil has met the expected standard in the test
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
Towards a new Key Stage 3 Assessment Framework
Objectives
Key Stage 3 assessment:
Is tailored to meet the full ability range and positively supports and celebrates progression
irrespective of prior attainment/level of ability
Is focused on outcomes and objectives; what has been learned and what are the next steps in
learning
Enables and supports pupils to progress at different rates and accelerate wherever able
Systematically prepares students for the GCSE examinations through the acquisition of
knowledge and subject skills whilst also developing learning, thinking and personal skills and
competencies
Accurately informs students and their families of learning gains and next steps for further
learning
Builds on robust baseline assessment
Incorporates regular diagnostic assessment and summative testing
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
Transition &
Induction CurriculumKey Stage 3 Key stage 4 GCSE
BandY7 Autumn Term Year 7 Year 8 Year 9 Year 10 Year 11
Targ
et
Hig
her
Pri
or
Att
ain
men
t &
Tra
nsi
tio
n D
ata
Bas
elin
e A
sses
smen
tH7 (Higher Band Y7)
Assessment Objectives
Knowledge
Skills
H8 (Higher Band Y8)
Assessment Objectives
Knowledge
Skills
H9 (Higher Band Y9)
Assessment Objectives
Knowledge
Skills
GC
SE r
ead
ines
s /
End
of
Key
Sta
ge 3
Att
ain
men
t (M
aste
ry)
9
8
Ab
ove
A7 (Above Band Y7)
Assessment Objectives
Knowledge
Skills
7
6
Mea
n
M7 (Mean Band Y7)
Assessment Objectives
Knowledge
Skills
5
4
Fou
nd
atio
n
F7 (Foundation B’d Y7)
Assessment Objectives
Knowledge
Skills
3
2
Nu
rtu
re
N7 (Nurture Band Y7)
Assessment Objectives
Knowledge
Skills
1
E
Programme of Study Model based on Learning & Assessment Objectives “To be a good Geographer I need to know and be able to ………..”
Planning Grid – Teachers analyse the National curriculum subject content for their subject and translate this into learning objectives on this grid.
The learning objectives will incorporate the ‘Key Concepts and Big Ideas’ and specify the knowledge and skills to be learned.
Vertically the grid shows increasing complexity to meet the needs of differing ability groups. Horizontally the grid plots progress, through the school years, from Baseline to GCSE.
Pupils making rapid progress can move vertically as they progress forward.
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
BandsH HighA AboveM MainstreamF FoundationN Nurture
Bands
To help us match each child’s learning to their abilities we place them in one of five bands. The table
above illustrates how these bands are structured.
Students in each band work towards a set of learning objectives tailored to meet their needs. In some
subjects the bands are colour coded, so for example, pupils in the mainstream band work towards the
blue learning objectives.
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
Bands Prior Attainment (scaled score)
H High 111+A Above 105 - 110M Mainstream 97 - 104F Foundation 90 – 96N Nurture <90
Bands
To help us match each child’s learning to their abilities we place them in one of five bands. The table
opposite illustrates how these bands are structured.
Students in each band work towards a set of learning objectives tailored to meet their needs. In some
subjects the bands are colour coded, so for example, pupils in the mainstream band work towards the
blue learning objectives.
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
History
Knowledge & Understanding
Historical Enquiry
Interpretations
• The knowledge gained through the study of a topic and how it is expressed in written form to show understanding to historical questions.
Knowledge & Understanding
• The use of sources critically to understand a historical event, character or period.
History Enquiry
• Understanding of different viewpoints on historical events, characters and periods.
Interpretations
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
Deepreliably comprehend historical periods, topics studied, and select relevant
information.
consistently make supported inferences from more than one source and
form own judgement.
use analysis of a source(s) to explain why events have been interpreted in
different ways.
explain two reasons for why historical events happen or consequences
occur.
make supported inferences from at least one source using the source AND
their own knowledge.
explain why differences exist between two interpretations based on their
content.
clearly explain similarities and differences between events, people and
time periods.
evaluate usefulness of source(s) based on knowledge of what the source
does and does not show.
demonstrate understanding of one or more interpretations through
independent study.
evaluate historical arguments by explaining both sides of an argument. use sources to support historical arguments. explain in detail the reasons why different groups have such different
views of the past.
Deepconsistently describe one or more reasons why historical events happen or
consequences occur.
consistently make supported inferences using sources and own knowledge. use analysis to describe why events have been interpreted in different
ways.
clearly describe one reason for why historical events happen or
consequences occur.
make supported inferences from two or more sources, using the source or
from own knowledge.
begin to explain the differences that exist between two interpretations
based on their content.
clearly describe similarities or differences between events, people and time
periods.
clearly describe why a source is useful using a supported inference. describe how the past is shown in different ways by different groups and
why this has happened.
attempt to evaluate historical arguments by describing one side of the
argument.
use a source(s) to support or challenge a statement or answer a question. describe in detail the reasons why different groups have such different
views on the past.
Deepconsistently describe and link the causes and consequences of key events
studied.
consistently make supported inferences from one or more sources. describe simple differences that exist between two interpretations based
on their content.
describe reasons for why historical events happen or consequences occur. describe why a source is useful using a supported inference. identify simple differences that exist between two interpretations based on
their content.
describe why there are similarities or differences between events, people or
time periods.
make supported inferences from one or more sources. identify why an event has been interpreted in different ways and use own
knowledge.
detailed description supported by some explanation. describe why a source is useful using an unsupported inference. identify why an event has been interpreted in different ways.
consistently describe characteristics of a historical person, event or time
period.
consistently give some reasons why a source is useful using a supported
inference.
consistently identify interpretations from sources and use the source to
back this up.
describe characteristics of a historical person, event or time period. give some reasons why a source is useful using a supported inference. identify interpretations from sources and use the source to back this up.
describe the similarities and differences between historical events, people
or time periods.
make supported inferences from a source. describe how an event has been interpreted in different ways.
describe a reason why a historical event happens. make unsupported inferences from at least one source. simple description of a positive or negative interpretation.
consistently identify a similarity and difference between historical events,
people or time periods.
consistently use historical sources to get information. consistently identify both a positve and negative interpretation.
identify a similarity and difference between historical events, people or
time periods.
identify why a source is useful. identify both a positve and negative interpretation.
identify some features of a historical person, event or time period. use historical sources to get information. identify a positive or negative interpretation.
identify a feature of different time periods. make basic observations of a source. knows that interpretations of the past exist.
Knowledge and Understanding Historical Enquiry InterpretationsThe knowledge ga ined through the s tudy of a topic and how i t i s expressed
in wri tten form to show understanding to his torica l questions .
The use of sources cri tica l ly to understand a his torica l event, character or
period.
Understanding of di fferent viewpoints on his torica l events , characters and
periods .
High
Above
Mains
tream
Found
ation
Nurtur
e
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
DeepThe learning objectives are secure and demonstrated at a deeper
level, e.g. applied to unfamiliar situations or within different contexts
Secure Learning objectives have been achieved (known & understood)
Developing Some of the learning objectives have been achieved
Emerging Beginning to achieve the learning objectives
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
A01 Interpreting texts AO2 The Writer’s
Methods
A03 Purpose and Audience A04 Context and Links
E
M
E
R
G
I
N
G
I make points that answer
the question
I use evidence from the
text
I know how a character
feels
I use the words on the
page as evidence
I make a simple point about
the order of the ideas in the
text
I identify the powerful words
in a quotation
I explain the powerful words
in some quotations
I explain the general purpose
of the text
I explain how the reader
thinks or feels
I make simple statements about the
time the text was set
I make a simple statement about the
genre of the text
D
E
V
E
L
O
P
I
N
G
I make relevant points
that answer the
question
I use quotations and
textual references
I use more than one
piece of evidence
I make points about structure
I identify the powerful words in each quotation
I use suggests and implies
to explain my evidence
I explain the purpose of
the text in some detail
I explain what the writer
thinks or feels
I explain what the reader
thinks, feels or realises and
why
I make a link between the text
and its context
I explain how readers from the
past might feel about the text
I explain the genre of the text
I identify how two texts are
similar or different
E
X
C
E
E
D
I
N
G
I make a range of relevant
points
I select evidence from
different places in the
text
I look at the whole text
before drawing conclusions
I make relevant points about the text's structure
I explain the writer's language choices in some detail
I start to identify language features
I comment on the writer's
methods
I explain the purpose of the
text and how this is achieved
I explain the writer's
viewpoint and link this to
evidence
I explain the reader's
response and link this to
evidence
I explain the message the
writer wants the reader to
understand
I make links between the text and
its context
I show an understanding of how
readers from different times might
think/feel
I comment on the genre of the text
I find some links between two texts
Teacher’s comment: Purple pen target:
Pupil comment:Award Point Effort Grade
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
The Fernwood School"High Achievement with Care & Discipline for All"
Parent Information Presentation – Baseline Assessment
Key Assessment & Reporting Points through Key Stage 3
Year 7 Year 8 Year 9
Autumn Term
Spring Term
Summer Term
Autumn Term
Spring Term
Summer Term
Autumn Term
Spring Term
Summer Term
Induction Report
Baseline Assessment
InterimReport
FullReport
Interim Report
Interim Report
Full Report
End of Key Stage report
Y7 Parents’eve
Y8 Parents’eve
Y9 Parents’eve & KS4 Options eve
Tue 13th June 2017
The Fernwood School"High Achievement with Care & Discipline for All"
Please welcome:
Mr Craig Patterson,
Assistant Head-teacher
Friesland School
The Fernwood School"High Achievement with Care & Discipline for All"
Y7 Parents’ Information Evening – 1st Feb 2017Key Stage 3 Assessment Framework including Y7 Baseline Assessment
Parent FeedbackMany thanks for attending tonight’s information evening. We are very keen to receive parental feedback to support the future development of our KS3 Assessment Framework, with particular reference to reporting to parents. Please take the time to complete and return the questionnaire below.
1. Having had time to read your child’s report; does the report give you sufficient information about your child’s progress?
2. If you have answered no to question 1 could you suggest what other information you would like to see on the report?
3. Does the report help you to understand the ‘next steps’ your child has to take in order to make further progress in each subject area?
4. If you have answered no to question 3 could you suggest what other information you would like to see on the report?
5. Did you find the presentation on baseline assessment and reporting helpful in understanding your child’s report?
6. Which aspects of the presentation were particularly helpful?
The Fernwood School"High Achievement with Care & Discipline for All"
Child’s name Registration Group: 7
Your (Parent) name
Your contact details
Telephone Email address
If you would you like to join our Reporting to Parents’ Working Party please add your contact details below.