What questions could you ask students about this

What questions could you ask students about this image? Key Stage 3 Pupil Key Stage 4 Pupil Key Stage 5 Pupil

Workshop 4: 9 – 9. 50 am Writing with Confidence: Purposeful Assessment Questions Session Aim - To reflect on the assessment changes across the key stages. - Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes. - Consider the level of “pitch” in your forthcoming assessments. Follow us on @ga_aesig

Changes to Assessment: Key Stage 3 Removal of National Curriculum Levels. What approaches have your school adopted? Should assessments at Key Stage 3 be shorter response questions or longer, extended written prose answers. Some examples of best practice have been shared by the NCTL. Session Aim 1: To reflect on the assessment changes across the key stages

The best practice examples show different ways of showing progress but follow similar patterns by being underpinned by learning theories or can do statements. They all clearly show progression. Session Aim 1: To reflect on the assessment changes across the key stages

These two examples are underpinned by Bloom’s Taxonomy (revised) and Solo Taxonomy. Session Aim 1: To reflect on the assessment changes across the key stages Again – showing the levels of progress and how we can try and “pitch” our assessment questions.

Changes to Assessment: Key Stage 4 • No tiered entry anymore. No foundation and higher options. • Papers will therefore get progressively harder throughout the paper and may include multiple choice, short answer questions to longer prose questions. • Lack of past papers in this new format for students to access. • Marks for SPa. G will account for 5% of the overall qualification. • Currently a grade A* represents the highest grade and G is the lowest. For GCSE, there will be a new grading system to report achievement from grades 1 – 9 • New Grade 4 roughly equivalent to current Grade C. • New Grade 7 roughly equivalent to current Grade A Challenges and Changes? • New Grade 9 will be top 50% of current A*. Think, pair and share… Session Aim 1: To reflect on the assessment changes across the key stages

Timeline Changes to Assessment September 2015 January 2016 Beginning of life without levels Life without levels in full swing. Mid year assessments and reporting process. Some GCSEs September 2016 June 2016 September 2017 First teaching of new specifications for GCSE, AS and A Level qualifications. Examination of pre-existing specifications for Year 11 and Year 13. Continued teaching of new specification. Year 10 and Year 12 First Examination of Year 12 AS level. Second Year of GCSE and A level content June 2018 First Examination of new specification for Year 11 and Year 13. The Changing Nature of Geography Provision 2015 – 2017 and beyond

Changes to Assessment: Key Stage 5 AS and A level examinations to become isolated assessments. Session Aim 1: To reflect on the assessment changes across the key stages

Changes to Assessment: Key Stage 5 • The subject content sets out a proposed core of essential subject content and a balance of human and physical geography that is intended to comprise at least 50% of the AS and A-level • Fieldwork was particularly supported by Higher Education representatives as it will enable students to relate their learning to real experiences of the world. • Clear set of quantitative skills that should be taught and assessed in AS and A-level Geography. This will ensure that all students have the mathematical skills needed to apply their subject knowledge. • AS grades will no longer contribute to A-level awards • AS qualifications should be co-teachable with the A-level Challenges and Changes? • AS continues to be awarded at the same standard and level of demand as current AS qualifications. Think, pair and share… Session Aim 1: To reflect on the assessment changes across the key stages

Changes to Fieldwork Assessment: Planning Ahead Year Group Approximate Student Numbers Fieldwork Expectations 7 Just to aid your own planning. 8 9 10 11 Initial Thoughts about Fieldwork for 2016 and beyond. Exam based assessment - Two occasions. In contrasting areas looking at both human and physical geographical contexts. 12 2 days – examination based - Both human and physical 13 4 days – report based. Marked by the institution. - Both human and physical. Session Aim 1: To reflect on the assessment changes across the key stages

Examiner’s Reports Mark Schemes Past Paper Questions How do you prepare students to be successful in summative assessments? Legacy Specifications Will this legacy material now become redundant? Aim 2: Begin to think about preparation for summative assessments without past papers, examiner’s reports and mark schemes

Past Paper Questions Why would these now be redundant? Many of the questions are still assessing good geography knowledge. Legacy Specifications This will possibly be the least useful but may still provide an area for support if required. Mark Schemes For the majority of the content this still shows how the progression of knowledge develops. Examiner’s Reports For the majority of the content this still shows how the examiner wants to see the development of students responses.

What words do we use to set questions in our lessons?

More suitable for lower key stages? http: //morethanenglish. edublogs. org/for-teachers/blooms-revised-taxonomy/

More suitable for higher key stages? http: //www. educatorstechnology. com/2013/04/dont-miss-this-awesome-blooms-taxonomy. html

How many command words or questions stems do you think there across the awarding bodies for Geography GCSE? 3 5 7 10+

Low Level Response Questions (Lower Order Thinking) Medium Level Response Questions (Progressive Order Thinking) High Level Response Questions (Higher Order Thinking) Extension: Can you spot the A level specific command words? To what extent Circle Label Summarise Complete Discuss With reference to Identify Analyse Contrast What Name Compare Shade Comment on Select Suggest why Examine Describe Define Explain Choose State Assess Find Suggest how Evaluate Choose Give Suggest Reasons Put Give reasons Underline Discuss Aim 2: Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes

Low Level Response Questions (Lower Order Thinking) Medium Level Response Questions (Progressive Order Thinking) High Level Response Questions (Higher Order Thinking) Extension: Can you spot the A level specific command words? Circle Label Summarise Complete Contrast What With reference to Identify Discuss Examine Analyse Define Explain Choose Describe Put Assess Find Suggest how Compare Shade Comment on Select Suggest why Discuss To what extent Evaluate Choose Give Suggest Reasons State Underline Give reasons Name Aim 2: Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes

Low Level Response Questions (Lower Order Thinking) Circle Label Complete Choose Find Put Underline Discuss Shade Select Medium Level Response Questions (Progressive Order Thinking) Suggest why Identify What Define State Analyse Explain Suggest how Compare Give reasons Choose Describe Evaluate Examine Name Give High Level Response Questions (Higher Order Thinking) Comment on To what extent With reference to Summarise Contrast Suggest Reasons Assess Discuss Aim 2: Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes

Low Level Response Questions (Lower Order Thinking) Medium Level Response Questions (Progressive Order Thinking) Aim 3: Consider the level of “pitch” in your forthcoming assessments High Level Response Questions (Higher Order Thinking)

Low Level Response Questions (Lower Order Thinking) High Level Response Questions (Higher Order Thinking) Medium Level Response Questions (Progressive Order Thinking)

Workshop 4: 9 – 9. 50 am Writing with Confidence: Purposeful Assessment Questions Session Aim - To reflect on the assessment changes across the key stages. - Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes. - Consider the level of “pitch” in your forthcoming assessments. Any Questions/Comments?