The APP approach to teacher

assessment

Standing back

Public view

Close upDay-to-

day

Periodic

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APP

Some misconceptionsAPP is not…..

• about QCA producing tests or tasks

• about collecting vast portfolios of written evidence

• a curriculum planning tool (although it does inform planning)

The APP materials

• Assessment guidelines - for assessing pupils’ work in relation to National Curriculum levels

• Standards files – annotated collections of pupils’ day-to-day work that exemplify national standards at different levels

• APP virtual handbook - to help teachers use the materials and implement the approach

How will APP help?It enables teachers to:

• use diagnostic information about pupils’ strengths and weaknesses to improve teaching, learning and pupils’ progress

• make reliable judgements related to national standards drawing on a wide range of evidence

• track pupils’ progress

How does APP work?

Four simple steps:

1. Generate evidence from teaching

2. Review the evidence periodically

3. Make a judgement

4. Use information from APP

What are the benefits of using APP?• It does not require special assessment activities• It reduces the need to use tests and specific

assessment activities• It provides a valuable opportunity for

professional development• It provides a common language• It directly informs discussions with pupils and

future planning, teaching and learning• It helps teachers identify gaps in their teaching

The Assessment Guidelines

DRAFT MATERIALS VERSION 3.4 (09 JUN 08)

APP Science Assessment Guidelines: levels 3 - 8 Level AF1 Thinking scientifically AF2 Understanding the

applications and implications of science

AF3 Communicating and collaborating in science

AF4 Using investigative approaches

AF5 Working critically with evidence

4

Across a range of contexts and practical situations pupils: Use scientific ideas when

describing simple processes or phenomena, e.g. using the different properties of the components of a mixture to describe a separation method

Use simple models to describe

scientific ideas, e.g. water in pipes to model electric current

Recognise that scientific

evidence can support or refute ideas or arguments, e.g. evidence that shows sound cannot travel through space

Across a range of contexts and practical situations pupils: Recognise applications of specific

scientific ideas, e.g. the use of predators to control pest populations

Describe some simple positive and

negative consequences of scientific and technological developments, e.g. wind farms provide a renewable source of energy but can affect the landscape

Identify aspects of science used

within particular jobs or roles, e.g. the use of alcohol hand gels in hospitals to combat the spread of bacteria such as MRSA

Across a range of contexts and practical situations pupils: Use appropriate scientific language to

communicate scientific ideas, processes or phenomena, e.g. use correct terminology consistently for pieces of apparatus

Routinely use scientific and

mathematical conventions when communicating in and about science, e.g. use both positive and negative numbers in describing temperature changes

Present scientific data in tables or bar

charts as appropriate

Across a range of contexts and practical situations pupils: Carry out fair tests in investigations

by changing one variable and keeping the others the same

Select appropriate equipment or

information sources to address specific questions or ideas under investigation

Make sets of observations or

measurements, identifying the range and interval used

Follow instructions to control obvious

risks to themselves

Across a range of contexts and practical situations pupils: Identify patterns in data presented in

various formats, including line graphs Draw straightforward conclusions

from data presented in various formats

Identify scientific evidence they have

used in drawing conclusions Suggest improvements to their

working methods, giving reasons

3

Across a range of contexts and practical situations pupils: Identify similarities, differences or

changes related to simple scientific ideas, processes or phenomena, e.g. differences between living and non-living things

Make simple physical models to

describe something in the real world, e.g. a cardboard model of the skeleton

Respond to given ideas to

answer questions or suggest solutions to problems

Use straightforward scientific

evidence to answer questions, or to support their findings, e.g. evidence that shows that living things are made up of cells

Across a range of contexts and practical situations pupils:

Explain the purpose of a variety of

scientific or technological developments, e.g. broadband allows large amounts of electronic data to be moved quickly

Link an application to a specific

property or characteristic, e.g. glass is transparent and is therefore used for windows

Identify aspects of our lives, or of

the work that people do, which are based on scientific ideas, e.g. the right amounts of light and water can improve the growth of crop plants

Across a range of contexts and practical situations pupils: Use straightforward scientific

language and formats to describe simple scientific ideas, processes or phenomena, or to describe what they have found out

Present simple scientific data in more

than one way, including tables and bar charts, when prompted

Identify simple advantages of working

together on an experiment or investigation, e.g. to confirm observations and measurements made

Recognise that evidence is needed to

answer scientific questions and make suggestions as to how it could be collected

Across a range of contexts and practical situations pupils: Identify one or more control variables

in investigations from a list provided Select equipment or information

sources from those provided to address a question or idea under investigation

Make some accurate observations or

whole number measurements relevant to a question or idea under investigation

Recognise obvious risks when

prompted, e.g. the need to wear eye protection when handling hazardous chemicals

Across a range of contexts and practical situations pupils: Identify straightforward patterns in

observations or in data presented in various formats, including tables, pie and bar charts

Describe what they have found out in

experiments or investigations, linking cause and effect

Suggest improvements to their

working method

Assessment focus – an area capturing the essence of the key concepts and key

processes of the PoS

Assessment criterion – a key diagnostic characteristic

demonstrated at a particular level

Science assessment focuses (AFs)

• AF1 Thinking scientifically• AF2 Understanding the applications and

implications of science• AF3 Communicating and collaborating in

science• AF4 Using investigative approaches• AF5 Working critically with evidence

Next steps

Developing the materials

• Assessment guidelines – looking to further develop L1 and L2 criteria and suggest possible exemplification

• Standards files – producing 10 standards files covering L1 to L5

• APP virtual handbook – to be developed… suggestions welcome!

• Further guidance and support?

Future developments

• Primary materials available 2009-10

(KS3 materials available from:

http://nationalstrategies.standards.dcsf.gov.uk/node/157236)

• APP standards pilot 2009

• Dissemination and training

– building capacity in the system