Awl ass intro mtg v2
- 1. Assessment without levels Shaun Allison, Deputy Head @shaun_allison sallison@durring.com http://classteaching.wordpress.com/
- 2. Today • Why AWL? • Our proposed ‘Growth & Thresholds’ model • Using the assessment innovation fund to build collaborative subject networks
- 3. Why scrap levels? Group Director of Assessment Research and Development, Cambridge Assessment You Tube: National Curriculum: Tim Oates on assessment
- 4. Why scrap levels? 1. Never meant to be a label – meant to support progress. 2. Undue pace – focus on getting through levels quickly, rather than embedding deep understanding of key concepts. 3. Levels mean different things – marks on a test, APP work best matched a descriptor or ‘just in….’ 4. Successful nations don’t use them – children capable of anything because of effort put in…not because they are level 4, 5 etc.
- 5. “Study fewer things in greater depth, so a deeper understanding of central concepts and ideas can be developed. Assessment should focus on that.” Tim Oates
- 6. “I don’t think schools should continue to use levels. The government have said they are a ‘discredited currency’ and this line will be followed by OFSTED.” Bill Watkin, SSAT
- 7. “I’ve had a look through and we’re definitely on the same page with the approach.” Dylan Wiliam (in response to looking at our model)
- 11. Growth & Threshold Model • What are the ‘big ideas’ in each subject? • What do students need to master in order to be successful in KS4? • What does excellence look like? • Use this to set the bar of expectation. • Focus assessment on what counts - in terms of learning and progress.
- 13. June July July July July 2014 2015 2016 2017 2018 Y7 Y8 Y9 Y10 Y11
- 14. June July July July July 2014 2015 2016 2017 2018 Y7 Y8 Y9 Y10 Y11 Knowledge & Skills
- 15. June July July July July 2014 2015 2016 2017 2018 Y7 Y8 Y9 Y10 Y11 Knowledge & Skills Plan backwards
- 17. A few thoughts about curriculum design.....
- 18. Fulfilment of the common goal
- 19. Fulfilment of the common goal
- 20. Fulfilment of the common goal Planned Curriculum
- 21. Fulfilment of the common goal Planned Curriculum Taught Curriculum
- 22. Fulfilment of the common goal Planned Curriculum Taught Curriculum Experienced Curriculum
- 23. Fulfilment of the common goal Planned Curriculum Taught Curriculum Experienced Curriculum Often very different!
- 24. Curriculum should focus on • Learn about... • Learn through... • Learn how to... Drip Block Link
- 25. What are the ‘Big Ideas’? e.g. In Science: • Cells • Particles • Energy • Forces • Interdependence These should shape your key knowledge
- 26. Include where the assessments will be
- 28. Planning Aids
- 29. Each unit of work starts with ‘Threshold Assessment Table’ •Don’t assess everything. •Select the key knowledge & skills in that unit of work, that students need to be successful at the end of KS4. •That becomes the focus of the assessment & feedback for that unit of work.
- 30. What could the thresholds look like? Level of Learning SOLO Taxonomy What it means? Excellence Deep Extended Abstract Can extend and apply ideas. Extended thinking. Secure Relational Can link and relate ideas. Strategies for thinking & reasoning. Developing Surface Multistructural Many ideas. Basic skills & concepts. Foundation Unistructural Single idea. Recall & reproduction.
- 31. Learning Schedule for a Unit of Work
- 36. Assessment Innovators • Humanities – Ben Crockett • Art & Design – Emma Wade • PE & Performing Arts – Jack Corbett • English – Jo Grimwood • Maths - Sam Down & Emma McCann • Science - Simona Trignano • Computing – Chloe Gardner • MFL – Pam Graham
- 37. Subject Networks • Network meetings • Share ideas and resources • Develop units of work together • Cross school moderation of work
- 38. Making links to previous topics explicit to encourage recapping (interleaving)
- 39. FOUNDATION • SKILLS • APPLICATION OF SKILLS LINKED WITH OTHER TOPICS HIGHER • SKILLS • APPLICATION OF SKILLS LINKED WITH OTHER TOPICS Working backwards from Year 11
- 40. Departments have interpreted the threshold table in different ways to best suit their subject. Maths: Combined the knowledge and skills. Different threshold tables for the 4 strands (number, algebra, shape and data) Geography : Knowledge and skills are easily separated. Different threshold tables for each case study.