{"id":138,"date":"2024-01-22T16:47:33","date_gmt":"2024-01-22T16:47:33","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/?page_id=70"},"modified":"2024-05-07T16:37:58","modified_gmt":"2024-05-07T15:37:58","slug":"q2-first","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/q2-first\/","title":{"rendered":"Q2 FIRST"},"content":{"rendered":"
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For educators question two is: H<\/strong>ow do we know that all children are making very good progress and their learning?<\/b><\/p>\n

For learners question two is: \u00a0How are you doing?<\/strong><\/p>\n

Assessment has a crucial role in enabling all learners to maximise their potential and achieve the 4 capacities. This question will provide tools to support progression to ensure we have a shared expectation of standards to be achieved.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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\"\"Completed example of Attainment Over Time – P1 – P7<\/a><\/p>\n

An example of tracking the <\/span>progress made by learners in an academic year using the New Group Reading Test as a Measure.<\/span> This allows teachers to <\/span>identify<\/span> individual progress in the context of reading.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\"\"Completed example- New Group Reading Test – Attainment Over Time<\/a><\/p>\n

An example of <\/span>displaying whole school attainment. Looking at added value of every cohort and allowing the comparison year on year.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\"\"Example – Tracking Attainment Over Time, P1, P4 and P7<\/a><\/p>\n

An example of tracking P1, P4 and P7 data over time. This allows schools to track the progress of a cohort as they move through the school ensuring <\/span>attainment<\/span> levels <\/span>are <\/span>monitored<\/span> over time.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\"\"Example of New Group Reading Test – Analysed Results<\/a><\/p>\n

A <\/span>proforma<\/span> for tracking the results of the New Group Reading Test. This provides a reading age, a standardised <\/span>score<\/span> and a <\/span>breakdown<\/span> of areas. Staff use this to <\/span>identify<\/span> patterns and trends within<\/span> their class.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\"\"Learners – National Support for Moderation<\/a><\/p>\n

A professional learning resource aiming to support educators to actively involve learners in the moderation process, <\/span>maximizing<\/span> their input and ensuring their voices are heard at each stage.<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\"\"Proforma – New Group Reading Test, Targeted Pupil Group<\/a><\/p>\n

This a simple format that can used to <\/span>identify<\/span> gaps for a targeted group of children through the New Group Reading Test.<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\"\"Proforma – Planning and Tracking Agenda<\/a><\/p>\n

An example of an agenda to support professional dialogue in planning meetings<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

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\"\"<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\"\"<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

For educators question two is: How do we know that all children are making very good progress and their learning? For learners question two is: \u00a0How are you doing? Assessment has a crucial role in enabling all learners to maximise their potential and achieve the 4 capacities. This question will provide tools to support progression …<\/p>\n","protected":false},"author":8391,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-138","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/pages\/138","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/users\/8391"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/comments?post=138"}],"version-history":[{"count":9,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/pages\/138\/revisions"}],"predecessor-version":[{"id":321,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/pages\/138\/revisions\/321"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/media?parent=138"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}