Assessment & Progression (MAPP)
Mapping and Assessing Personal Progress (MAPP) is a suite of materials developed by The Dales School, North Yorkshire to facilitate the planning, assessment and recording of progress in relation to personal learning intentions. In particular it provides a way of recognising lateral progression.
The materials divide into two main sections. The first focuses on setting learning intentions whilst the second focuses on assessment. It is important to note that the Continuum of Skill Development (CSD) which makes up section 2 of MAPP is an independent tool and can be used to evaluate progress against learning intentions which are drawn from sources other than section 1 of MAPP.
See the download for a brief overview of the CSD followed by a case study.
The Dales School view on: P-scales, Progression and National Expectations
Whilst ‘high expectations and good progress are entitlements for all learners’ (DCSF 2009) the question as to how to measure progress, and the related question of what counts as good progress, remains unresolved for pupils with severe learning difficulties with a wide number of solutions being proposed at local, regional and national levels. In particular the claim that the P-scales provide an adequate assessment tool has been challenged by alternative models (Routes for Learning, 2006, Quest for Learning, 2006). The following observations address the issue of pupil progress as set out in The National Strategies’ Progression Guidance 2009-10 (DCSF 2009), and argue that a careful reading of that document does not support the view that all learners should make two levels of progress over a key stage, but that different expectations apply to National Curriculum levels and P levels.