Assessment:
The children’s progress against their Learning Intentions and the fr ameworks is measured using MAPP (Mapping and Assessing Personal Progress). Teacher assessments are formally reviewed in a termly RAP (Review of Assessment and Planning) meeting, their judgements are supported by evidence collated throughout the term on Evidence for Learning (E4L) and in children’s work books. MAPP assessment is ipsative, the assessment compares an individual’s current performance with their own previous performance and therefore is not necessarily referenced to an external set of criteria. It follows that MAPP assessment does not make comparisons of outcomes between learners or across groups of learners. Progress is measured in four key areas and rated on a scale from 1 to 10 from an initial baseline: • Independence: from dependent to independent • Fluency: from approximate to accurate • Maintenance: from inconsistent to consistent • Generalisation: from single context to many contexts
These lateral measures enable children to embed and generalise skills and knowledge, rather than working through linear steps. Lateral progression is most easily defined in relation to linear progression. Linear progression presupposes a fixed hierarchy of skills, each typically being a component skill of a task analysis. It might be thought of as a ladder whose rungs are the skills and which has a fixed starting point and fixed end-point. Progress is measured in terms of the number of rungs climbed. Lateral progression, by contrast, is concerned with the refinement and strengthening of skills over time and not simply with enumerating the number of skills gained.
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