Progress and Assessment

No levels required!

ProgressA forward movementAn advance to something better or higher in

developmentA gain in proficiency

“Something better or higher”

What, exactly?

Your X-student

What are you aiming for? Subject specific? Generic? Content? Skills?

If it helps, picture the “best” students you have taught in the past.

What did they know? What could they do?

X marks the spot…

How are we going to get there?Why are we going?

Don’t value what you measure, measure what you value

Teach what we valueDavid Didau (@LearningSpy)

How will we assess it?

How do we get to X?

Track it back… What can the X-student do in Year 11 / Year 6?

What do they know? What would they need to be able to do and know

in Year 9 / Year 4?

These become the thresholds

Assessing pieces of work

Formative feedback only Dylan Wiliam Students need feedback on the task Feedback which causes thinking:

“what students need to do to improve,

and how to go about it”

Assessing progress

Have students achieved the threshold? What do they need to do next to get there?

A holistic process – big picture only

Describing progressD

esc

rip

tors • Establishin

g• Developin

g• Securing• Advancing• Excelling• Beyond

Pro

gre

ss M

ap

s • Establishing

• Developing

• Competent

• Confident• Reflective• Versatile • Expert• Beyond

Gra

des • U

• G• F• E• D• C• B• A

You decide…

Decide where the “threshold” is Assess against it

Could be norm referenced or criteria referenced

Our system

Baseline

Y7 Y8 Y9 KS4New GCSE

          9A* 8

  Y9A* A 7  Y8A* Y9A B 6  Y7A* Y8A Y9B C 5

A* Y7A Y8B Y9C D 4A Y7B Y8C Y9D E 3B Y7C Y8D Y9E F 2C Y7D Y8E Y9F G 1D Y7E Y8F Y9G U UE Y7F Y8G U U U

Our system

Baseline

Y7 Y8 Y9 KS4New GCSE

          9A* 8

  Y9A* A 7  Y8A* Y9A B 6  Y7A* Y8A Y9B C 5

A* Y7A Y8B Y9C D 4A Y7B Y8C Y9D E 3B Y7C Y8D Y9E F 2C Y7D Y8E Y9F G 1D Y7E Y8F Y9G U UE Y7F Y8G U U U

ProgressA forward movementAn advance to something better or higher in

developmentA gain in proficiency