Alistair Smith - Director Of Learning , Frog

Natalie Power - AST Paddington Academy, Westminster

Rob Carpenter - Director of Primary Education, (South) United Learning

Developing Learners and Learning through

Assessment: A Primary Perspective

Rob Carpenter - Director of Primary Education, (South) United Learning

Review of pupil progress and attainment

“What are our challenges?”

Target setting for individual pupils

“Where do pupils need to be?”

Mapping of provision for pupils based on individual needs.

“How will they get there?”

Monitoring of pupil progress and ongoing adjustment of

planning / provision

“What else could we do?”

Assessment activity to measure progress over

given time

“How well are we doing?”

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Training for staff in setting progression targets Numerical targets and progress targets set for all pupils Review of standards with Improvement Partner Target setting shared with LA and Improvement Partner

Assessments / tasks and internal moderation Review of interventions and provision map Progress Review Meetings for identified cohorts / pupils Raise Online – Report to Governors Assessment predictions to LA / SIP / Governors Progress Review Meetings Pupil / Parent Conferences to share targets and review progress

Review of pupil progress and standards across school involving all school leaders Review of interventions and provision map

Assessments / tasks and internal moderation Progress Review Meetings Review of pupil progress and standards across school involving all school leaders Review of interventions and provision map Progress Review Meetings Updated assessment predictions to LA / SIP / Governors

Progress Review Meetings for identified cohorts / pupils SATS / Assessment Tasks Moderation of FSP / KS1 / Optional Data Phonics Assessments begin

Data Analysis and whole school moderation of standards Review of interventions and pupil progress / standards involving all school leaders Provision Mapping Pupil / Parent Conferences Annual reports to parents

End FS2 1-3 points 4-5 points 6/7 points 8 points 9 points

Beg Y1 Towards LW Secure LW L1c L1b L1a

End Y1 1c 1b 1a 2c 2b

End Y2 2c 2b 2a 3c 3b

End Y3 2a 3c 3b 3a 4c

End Y4 3b 3a 4c 4b 4a

End Y5 4c 4b 4a 5c 5b

End Y6 4a 5c 5b 6c L6

Progress from KS1 to

KS2

16 APS points

16 APS points

16 APS points

18 APS points

18 points APS

Levels of Progress

from KS1 to KS2

2 levels 3 levels 3 levels 3 levels 3 levels

1. Clear purpose or learning intention 2. Very clear steps to success or success criteria 3. Great modeling and scaffolding of expectations 4. Learning has to be challenging 5. Lots of opportunities for active discussion and feedback 6. Learning is active

Developing Learners and Learning through

Assessment: A Secondary Perspective

Natalie Power - AST Paddington Academy, Westminster

Assessment for Learning: A secondary perspective

We derive our principles for outstanding learning from the ‘Paddington 10’

Students

Teachers

Keywords Checked regularly

Using a range of activities to check for understanding

Check every 7 minutes, two way flow, question with a question

Independence is fostered

Students are reflective learners

Our approach to Assessment for Learning

AFL at Paddington Academy

Student-led assessment

Self/peer/teacher assessment

Whole class assessment

Reflection: How Blooming are your questions?

Bloom’s Taxonomy

Planning effective questioning

Self and peer assessment at Paddington

Video link Students mark their own/their partner’s work and set “two stars and a wish”

They respond to their target by evidencing where they have met this in their work

Peer Assessment Teacher Assessment

Tracker for where students have Evidenced their targets

The teacher completes a RAG assessment of student work

Whole class Assessment for learning

Human Continuum – To be used to assess viewpoints/understanding of key

concepts

Photo

Students are allowed to move across the line but must be prepared to justify why

Students must use evidence from their Classwork in their discussion

Students stand on the side of the room that most represents their view

Whole class Assessment for learning

Question Box – A nice strategy for revision, enquiry based

lessons or a method for students to ask for further help

Students quiz each other by creating their own questions

To express what areas they need support in

At the start and end of lessons to connect and consolidate learning

Student-led Assessment for learning

Socratic circle – A mixture of group work, paired work and individual

reflection and evaluation

• Students are given time to prepare an answer to a question/

go through an extract. • They then set up the room into fishbowl shape • Using different observation cards

students watch for aspects of effective group work

• These cards can be differentiated with some students getting the individual observation card

• Each group give ten minutes feedback to each other

Year 9 students take part in a discussion on whether evil exists In the world in response to the novel Jekyll and Hyde

Students assess themselves and the Group during the discussion

Frog and Learning

Alistair Smith - Director Of Learning , Frog

Our principles of learning from which all Frog product design begins

Build upon the prior knowledge, understanding and achievements of the learner

Actively engage the learner

Provide a strong sense of purpose with clear outcomes

Ask compelling questions and foster original solutions

Scaffold challenge and track progress

Individualise loops of improvement feedback through collaborative support

Provide early responsibility and ownership

Our principles of gamification against which we test Frog products

Blissful Productivity

Urgent Optimism nurtured by Discovery Moments

Unlocking of Achievements

Different Layering and Levelling of Challenge(s)

Spaced Release of Information

Granular Feedback to aid progress(ion)

Highly Personalised spaces with strong Ownership Values

Communities of Collaboration

The design of Frog Primary

Accessible day and night

Focused on Pupil Learning

Involves pupils, peers and teachers in Feedback Loops

Gamified for Engagement

Digital Evidence of non-digital work

Parental Involvement

Meaningful Analytics

No administration