ICT & DATA SERVICES GROUP
Point in Time Assessment
is a simple, modern assessment model that fits perfectly with the new National Curriculum.
It is a completely different concept for
assessment because it altogether does away with the traditional rules about a child’s progress being based on them moving up a ladder – the old levels approach. Instead of linear hierarchical numbers that change across different year groups, it is simple.
A school chooses their scale – most schools choose 1 to 7. They then pick which number in their scale will equate to ‘on track to achieve end of year expectations’ – many schools choose 5. Numbers 1 to 4 then become the grades used to describe a child who is not yet on track and grades 6 and 7 are the grades used to describe a child who is on track to exceed end of year expectations (greater depth).
Is working on P-Scales.
Is not accessing the curriculum without heavily personalised support and scaffolding, which may be due to having EAL or barriers to learning. The child may be doing different tasks to the rest of the class and may be receiving, or needing, some intervention.
Is able to access the correct curriculum but has significant gaps in their learning. They struggle to embed concepts and nearly always need some scaffolding or support. Can often not apply their learning independently.
Is on track to meet some, but not all, of the end of year expectations. Is successful at learning many new concepts and is starting to apply their skills independently, but not consistently. May make errors but will usually be able to improve work following feedback and support. May have some smaller gaps in learning.
Is on track to meet end of year expectations. They are usually successful learners, at that year groups level, showing good understanding of over 80% of the objectives taught. They are usually able to learn new skills and use them accurately and independently, though they may make occasional errors in applying their learning in other contexts.
Is on track to exceed national expectations. They are almost always successful in understanding the key learning and are able to apply their skills, in a range of contexts, making very few errors. Can often explain or justify their ideas.
As above, but is demonstrating significant skills and knowledge beyond the curriculum. They can consistently apply their skills in a range of contexts and can synthesise and evaluate other's ideas and their own effectively.
How do we measure performance?
All performance measures, both progress and attainment are driven by the proportion of pupils working 'on track to achieve end of year expectations' or PiTA 5+.
55% pupils at PiTA 5+
70% pupils at PiTA 5+
75% pupils at PiTA 5+
The advantages of using PiTA
PiTA fits perfectly with the philosophy of the new National Curriculum.
PiTA allows you to say goodbye to age related parameters that are different for each year group and change each term.
PiTA is easy to understand and easy to explain.
PiTA attainment is not determined by coverage of the curriculum.
PiTA removes the need for teachers to feel like they have to move children on each term in order to demonstrate progress.
PiTA is not a recreation of national curriculum levels.
PiTA is a concept, not a product. No one claims ownership.