1. The KS3 assessment tool as a strategy for pupil self assessment
(Assessment for Learning)
1.1There is a wealth of support material available for teachers via the
DFES website that shows how peer and self assessment can have a
positive impact on pupils in terms of their attainment, motivation and
engagement. www.standards.dfes.gov.uk/keystage3/respub/afl_ws
1.2 In practice, a systematic approach is required to embed peer and
self assessment so that it can effectively support progress in
learning. Teachers will need to devote an appropriate amount of time to
train pupils how to assess their own work and the work of others using
a range of different strategies.
1.3 The assessment tool attached to each of the KS3 GeogITs is intended
to support pupil self assessment. It offers a means by which pupils can
determine their level of attainment (where they are in their learning)
and targets for further improvement (where they need to go and how best
to get there).
1.4 Pupil self assessment has been found to be most
effective in improving attainment when pupils are made aware of the
learning objectives and expected learning outcomes. These must be
explicit and transparent to pupils.
1.5 Each GeogIT begins with an
outline of what the pupil will do in order to learn a new aspect of
geography. This is deliberately snappy and enticing. Learning
objectives should of course identify what pupils will learn rather than
what they will do, however given the nature of this ICT based resource,
it’s worth cutting to the chase to capture the pupil’s interest
immediately. Pupils are informed about the ICT activities they will
need to perform to further their understanding of geographical ideas.
1.6 On completion of each GeogIT, the pupil has the opportunity to
reflect upon their learning by looking at a whole range of intended
outcomes. Success criteria are set out as individual statements
corresponding to National Curriculum expectations. The criteria are
expressed in specific terms directly related to the learning that has
taken place whilst working through the GeogIT. They are accessible to
pupils because they are written using pupil friendly language. In this
way, the assessment tool is meaningful and can effectively promote
independent learning.
1.7 The criteria guide pupils to identify the next steps in their
learning because they offer targets for further improvement.
2. Teacher
Notes - The Assessment Tool
2.1 Open the CD and find the KS3 GeogITs. You will see a staff and
student folder. The staff folder contains the GeogITs with suggested
responses and a teacher version of the assessment tool.
2.2 It is possible that you will want to customise the assessment tool
if you have amended the Geog IT though many teachers value the tool as
it stands.
2.3 You will find a separate Word document within each GeogIT folder
labelled Assessment Target. This is the assessment tool. The target
consists of a series of concentric bands, each one representing a
different NC attainment level. Level 3 appears at the outer edge of
some GeogITs and level 8 appears at the centre of others. The closer to
the centre, the higher the level of attainment.
2.4 Text boxes are
placed within the concentric bands and inside you will find targets
described in pupil speak. Teachers can widen the concentric bands and
include more targets or change the language to meet the specific needs
of their pupils.
2.5 The targets are directly linked to the activities covered in the
GeogIT and include specific vocabulary and skills for example. This
helps to overcome some of the vagueness attached to levelling exercises
such as “you have used some geographical terms” at one level and “you
have used a greater range of geographical terms” to reach a higher
level. The target is much more focussed.
2.6 Once the teacher is happy with the assessment tool, it is likely
that he or she will want to print it for pupils to use as a hard copy.
2.7 The target can be used to record attainment on completion of the
GeogIT as part of a summative assessment activity or as a formative
assessment exercise where pupils record their progress as they move
through the learning activities. The targets on the assessment tool
show pupils what is needed to move onto the next stage of their
learning or to improve their level of attainment.
2.8 Pupils circle the targets that they think they have reached. This
can then be compared to the teacher’s assessment tool which shows the
level of attainment across the four main aspects of geography at Key
Stage 3.
2.9 The target is designed to be flexible. Teachers can open out the
concentric bands which represent the most likely levels of attainment
and reduce the size of the inner bands should this prove to be more
motivating for pupils. With Gifted and Talented pupils, the inner
circles can be opened out and additional targets included.
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Assessment
Assessment
