Objectives consider the purposes of assessment become familiar
Objectives § consider the purposes of assessment § become familiar with the updated Quest for learning assessment file § use the Quest DVD to support judgements about learners with PMLD § consider key points for working with pupils with PMLD
Purposes of Assessment
Purposes of Assessment § Do you assess and how often? § What assessment practices are you using? § How are you recording assessment? § How do you report progress to parents? § How do you use assessment to inform future planning?
Purposes of Assessment § monitor pupils’ understanding § provide information about pupils’ achievements § enable you to evaluate and improve educational provision § inform future planning § improve teaching and learning opportunities
Quest for learning § launched in 2007 for learners aged 3 – 19 years with PMLD § developed by teachers for teachers § non-statutory assessment materials and guidance § extensive training programme provided for special schools § online recording format developed and widely used § available for download at www. nicurriculum. org. uk
The Principles of Quest for learning: § considers the complex interaction between the sensory impairments, motor disabilities, medical problems and cognitive processing difficulties the learner experiences; § takes a holistic view of learners by: § focusing on how they learn; and § acknowledging their different abilities and achievements § takes account of learners’ preferred sensory and learning channels and their ways of processing information; § focuses on the early communication, cognitive and sensory skills that are the foundation of all future learning and crucial to an improved quality of life;
The Principles of Quest § supports the development of learner-centred approaches and the focus on emotional well-being from the Foundation Stage through to Key Stage 4; § celebrates the different abilities of learners with the most complex needs (it does not try to fit them into an existing framework that was not developed with their needs in mind); § recognises interactions in new settings and situations as valid progress, similar to the learners’ development of new skills; § is aware of atypical patterns of PMLD development that impact on: § § § how new information and stimuli are processed; how new experiences are accommodated into existing schemes; learners’ approaches to problem-solving situations; and their ability to form attachments and interact socially; and recognises external environmental factors/family circumstances
An Assessment Continuum § Quest (PMLD) Important to remember that Quest is an assessment tool and not the curriculum. It is the beginning of a continuum of assessment tracking progress of learners from the very earliest stages of cognitive development through to post 16 mainstream
Content Quest for Learning in Practice
Assessment Quest for learning focuses on key learning priorities: § early cognitive development § social interaction § communication underpins and is integral to both key learning priorities
Assessment: Quest map § Arranged into 43 milestones Green – key milestones that learners pass through in sequence
Key milestones (p. 21)
§ Blue – social interaction § Yellow – cognitive development § Learners do not need to visit every milestone or visit milestones in sequence. § Many different pathways are possible
Quest map (p. 17)
Quest map examples (p. 19)
Assessment Maps The Quest assessment maps provide: § details of the milestones § assessment activities § assessment outcomes § reinforcement and extension strategies
Assessment Maps
How to Use the Maps (p. 24) 1. Make sure you are familiar with the seven key milestones (green). 2. Focus on a learner and identify a key milestone. 3. Check which is the next milestone. If beyond learner’s ability assume learner is working between two key milestones. 4. Refer to the milestones in between key milestones and select starting point. 5. Set up appropriate assessment activities. 6. Record observations.
Progress & Evidence
Gathering Evidence § Observations § Quest online § Multimedia § Record keeping § IEPs § monitoring records § Photographs
Assessing Using Quest Watch each of the following videos carefully and consider: § What is the purpose and direction of the activity? § What milestone do you think the pupil is working at? § What observations would you make? § How would you plan for pupil progress? § How would you report progress to parents?
Video 1 Video unavailable due to copyright issues. During staff training it is more meaningful to use a video from your own school.
Video 2 Video unavailable due to copyright issues. During staff training it is more meaningful to use a video from your own school.
Video 3 Video unavailable due to copyright issues. During staff training it is more meaningful to use a video from your own school.
Quest Online
Why go on-line with Quest? A living record of the pupils learning, experiences and encounters that can travel with them through school. An easy reference to see pupils best learning environments. Activities recorded, previous skills that may have been lost, gradual progress that is being made or a skill retained over the years. A genuine reflection of a genuine learner.
Individuality § Quest allows the skills and learning of our very special learners to be acknowledged INDIVIDUALLY. § Each map highlights the diversity of our pupils abilities
Essential Addresses § www. nicurriculum. or. uk click Inclusion & SEN and then click Profound and Multiple Learning Difficulties Online address to access maps § sdoran@ccea. org. uk Stephanie (programme designer) can solve technical problems § hmiskelly@ccea. org. uk Oversees the Quest project and can organise training and information
Accessing on-line www. nicurriculum. org. uk
Click Profound & Multiple LD
Enter name & password – case sensitive
Home Page
Where to begin….
Users - Add Teachers
Allocate Classes
Add Students
View Students
Exploring the milestones
Quest Map – Criteria etc…
Get Mapping
Watch Video & Assess Milestone Current Focus Description Evaluation
Video 4 Video unavailable due to copyright issues. During staff training it is more meaningful to use a video from your own school.
§ What can we tell from watching the video? § Response to obvious stimulus § Consistency of response § Anticipation § Objection to the end of an activity § Where could we go from here? § Look for these positive responses in other activities – generalising this skill § Wait, to encourage ‘asking for more’.
Questions & feedback so far
Content General Guidance
General Guidance Advice and suggestions for: § creating an effective learning environment § communication § intensive interaction strategies § teaching strategies
Key Points to Remember Waiting Time/ Pausing § take into account learners’ processing difficulties § build ‘pauses’ into familiar routines and activities § if giving verbal commands remember the 10 second rule § give short, simple instruction § allow pupil time to respond (10 seconds) § if pupil does not respond, repeat instruction using same words, same tone and same tempo § allow further processing time § support with prompting if necessary
Key Points to Remember Intensive Interaction § touch, rock or hold the learner § have a conversation at the learner’s level of understanding § use games and routines § watch for signs of interest or enjoyment § imitate and join in with facial expressions and noises § follow the learner’s pace § take turns
Key Points to Remember Prompt or Cues § can use natural cues to increase awareness § pair cues with key words § use cues that corresponds with learners’ cognitive development § use co-active signs if appropriate § must have a clear purpose and be meaningful to the learner § objects of reference to symbolise a routine or activity
Curriculum Planning and Quest Assessment
Starting to Plan Things to consider when starting to plan for your pupils • the individuality of each child and class! • the statutory requirements and other recommendations of the NI Curriculum. • the learning, teaching and assessment cycle. • your school policy on planning, assessment, recordkeeping etc. • school policies and practices on child protection, manual handling, medical needs etc. “Understanding the Foundation Stage” CCEA 2006 planning: long/medium/ short/ IEPs NI Curriculum Assessment of Learning (Quest) evaluate IEP targets learning activity or learning opportunities: group or individual work
Planning & Assessing for All Consider 3 different learners who are all at different stages of development and differentiate planning accordingly: § Learner A working between Key Milestone 1 and Key Milestone 9 § Learner B working between Key Milestone 26 and Key Milestone 34. § Learner C working between Key Milestone 36 and Key Milestone 43. All being taught the same topic with differentiated planning. All assessed using Quest for learning.
Long Term Planning
Medium Term Planning NI Curriculum allows flexibility to take into account pupils’ individual experiences and personal interests in order to provide stimulating and familiar learning experiences. Even though the topic is ‘Pets’ we could focus on ‘Dogs’ based on information we know about pupils e. g. pets at home.
Group lesson for pupils with PMLD Preparation: Photos of pupils’ dogs Future Activities: Tactile – wet nose Warm up activity: § Mechanical moving dog § Pupils’ encouraged to feel fur Development: § Photos of pupils’ dogs on whiteboard/ touch-screen plasma § Cause and effect – press switch or touch screen to move to next picture Conclusion: § Song –One man and his dog rough tongue sharp claws tail water Smell - dog food dog biscuits ICT - talking notebook Music - Clifford the big red dog theme tune B. I. N. G. O. How much is that doggy in the window? Do your ears hang low?
Learner A This pupil is working between Key Milestone 1 and Key Milestone 9. Previous assessment: • He notices stimuli (Key Milestone 1). • He responds to a very obvious stimuli (Milestone 3). Current Focus: • To develop response to a range of stimuli (Milestone 6). These will be tactile, visual and auditory. IEP target: • To encounter a range and variety of stimuli. Context: touch fur, look at photos of pupils’ dogs, listen to songs
Learner B This pupil is working between Key Milestone 26 and Key Milestone 34. Previous assessment: § Achieved contingency awareness (Key Milestone 26). § Can communicate ‘more’ (Milestone 28) Current Focus: § Repeats an action when the first attempt is unsuccessful (Milestone 31). IEP target: § To use a palmer grip to pull a lever switch. Context: to change pictures of pupils’ dogs on a plasma screen
Learner B (responses)
Learner C This pupil is working between Key Milestone 36 and Key Milestone 43. Previous assessment: § Selects from two or more items (Key Milestone 36). § Communicates choice to an attentive adult (Milestone 37). Current Focus: § Express items for items not present via symbolic means (Milestone 41). IEP target: § To communicate choice through picture representation Context: photograph of mechanical dog or CD player (both out of sight)
Assessment § Share targets with classroom assistants § Assessment maps e. g. be familiar with assessment outcomes § Observation notes e. g. use post it notes, monthly diary sheets, involve whole class team/ therapists § Gather evidence e. g. photographs, video clips, samples of work § Evaluate IEP targets If target not achieved consider reinforcement and extension strategies § If target achieved start to plan for pupil progress §
The Way Forward § More guidance materials § DVD § Support for schools § Support each other within schools § Minor improvements on Quest online § Prerequisite Skills (Q Skills)
Questions or Comments
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