Transcript Planning for Learning and Teaching, Assessment and Moderation

Planning for Learning and Teaching,
Assessment and Moderation
BtC5: A Framework for Assessment
Reflecting the
values and
principles of CfE
Informing selfevaluation for
improvement
Reporting on
progress and
achievement
What we assess
LEARNER
Ensuring quality and
confidence in
assessment
Principles of
assessment
When we
assess
How we assess
BtC5: A framework for assessment
Assessment will
• support learning
• give assurance to parents, learners and others
• provide a summary of what learners have achieved
• contribute to planning the next stages of learning
• inform future improvements in learning and teaching
BtC5: A framework for assessment
Some key messages
• Assessment practices will follow the new
curriculum, giving more autonomy and
professional responsibility to teachers
• Standards and expectations will be defined in a
way that reflects CfE, supporting greater breadth
and depth in learning and focusing on skills
development
Planning for Learning and Teaching,
Assessment and Moderation
Three central ideas
• The quality of the learning –
what will we assess ?
• Assessment is ongoing –
when will we assess ?
• Approaches to assessment –
how will we assess ?
What ?
Focus on the experiences
and the learning outcomes
• The experiences and outcomes are a set
of statements which describe the expectations for
learning and progression for each of the eight curriculum
areas.
• The title ‘experiences and outcomes’ recognises the
importance of the quality and nature of the learning
experience in developing attributes and capabilities and
in achieving active engagement, motivation and depth of
learning. An outcome represents what is to be achieved.
What will we assess?
Each learner’s progress and achievements in
terms of :
• Knowledge and understanding
• Skills
• Attributes and capabilities
All of these are described within the
Es and Os
How will we assess?
• Planning rich and engaging learning
experiences
• Using a range of approaches to learning /
assessment
• Gathering appropriate evidence
• Working together to gather as much
information about each learner’s
achievements, strengths and next steps
Gathering a range of Evidence
Evidence of learners’ achievements may come
from things that pupils
say
write
make
do
•
in response to the whole range of learning
experiences
• from across contexts and settings
The assessment process will involve all partners in
• gathering and consideration of evidence by adults and
learners
• using agreed criteria to arrive at judgements about
what has been learned and how well, and what needs
to be done next
When will we assess?
On-going
Assessment
during
learning
Periodic
Progress and
achievement
Periodic
Assessment
of key
milestones in
learning
Taking
a close look
at individual
progress…
Holistic assessment judgements to ‘sum
up’
Transitions
What do progress and achievement
in CfE look like?
For learners to demonstrate that their progress is
secure, they will need opportunities for:
 breadth of learning
 challenge within learning
 applying learning in new and unfamiliar
situations
Quality Assurance and Moderation
of Assessment
Quality Assurance
• Part of day-to-day work / collegiate culture
• Includes monitoring, self-evaluation and
planning for improvement- based on all
involved in the processes and the dialogue
• Since assessment is integral to learning,
teaching and the curriculum these
approaches apply equally to assessment
Quality Assurance and Moderation of
Assessment
• Developing confidence in teachers’ professional
judgement in applying national standards
• Building on existing approaches to be able to
provide assurance that there is a shared
understanding of standards and expectation.
Quality Assurance and Moderation
of Assessment
Moderation
Teachers and other professionals working together to :
• Plan learning, teaching and assessment
• Check validity and reliability before assessments are used
• Sample evidence of learners’ work and review teachers’
judgements
• Agree strengths in learners’ performance and next steps
• Provide feedback on teachers’ judgements to inform
improvements
Key Features of Quality Assurance
and Moderation
Approaches to Quality Assurance and
Moderation must be:
• Proportionate
• Manageable
• Promote capacity building