Transcript ASSESSMENT DEVELOPMENT PROGRAMME ‘ASSESSMENT IS …

ASSESSMENT:
THE SCOTTISH PERSPECTIVE
‘Assessment is for Learning’
Carolyn Hutchinson
Qualifications, Assessment and Curriculum
Scottish Executive Education Department
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ASSESSMENT DEVELOPMENT PROGRAMME:
Looking back
ASSESSMENT REVIEW (1999) AND
CONSULTATION (2000)
Evolution,
not revolution
Assessment, not measurement should be the
key concern
A common framework for record-keeping and
reporting
Manageable change, properly resourced and
supported
Improvements to National Testing process
Due attention to research evidence
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ASSESSMENT DEVELOPMENT PROGRAMME:
Looking back
Two main purposes for assessment:
 to support learning, provide feedback to pupils,
parents and other teachers, and identify next
steps in learning
 to provide information as a basis for monitoring
and evaluating provision and attainment at
school, education authority and national levels
These two purposes seen as being in tension
with one another
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ASSESSMENT DEVEL0PMENT PROGRAMME
Why assess at all?
The purpose of assessment in
education
is
to
provide
all
stakeholders
with
sufficiently
dependable information and feedback
to inform judgements, choices and
decisions about learning, and to inform
planning for improvement
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ASSESSMENT DEVELOPMENT PROGRAMME:
‘ASSESSMENT IS FOR LEARNING’
‘To provide a streamlined and
coherent system of assessment that
will ensure that pupils, parents,
teachers and other professionals have
the feedback they need about pupils’
learning and development needs’
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‘ASSESSMENT IS FOR LEARNING’
Evidence as Feedback

Develop professional practice and confidence in
assessment, so teachers’ judgements are
dependable (valid, reliable, comparable)

Quality assure teachers’ judgements locally and
nationally, so standards are shared

Monitor national attainment in a way that
promotes good classroom practice
10 linked development projects 2002-2004
3 linked strands of work 2004-2007
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'ASSESSMENT IS FOR LEARNING‘
Policy into practice
Build
informed
research
Create
informed
policy
Grow informed
communities of practice
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'ASSESSMENT IS FOR LEARNING‘
Linked networks
Assessment Action Group and Programme
Management Group
 Local Authority Assessment Co-ordinators
 Associated Schools Groups
 LT Scotland and SQA Development Officers
 HEI representatives and evaluations
 Consultants
 ‘Open Space’ meetings
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'ASSESSMENT IS FOR LEARNING‘
Linked networks: professional reflection
…self assessment…, far from being a
luxury, is in fact an essential component of
formative assessment. Where anyone is
trying to learn, feedback about their
efforts has three elements – the desired
goal, the evidence about their present
position, and some understanding of a way
to close the gap between the two - Sadler,
1989
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'ASSESSMENT IS FOR LEARNING‘
Linked networks: professional reflection
Peer evaluation: learning intentions
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For participants:
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to gain insight into the range of questions which
might be used to elicit the information needed
to evaluate a report or a piece of work
to have an opportunity to practise peer- and
self-evaluation after developing such insight
For the programme:

to get advice on the kind of information to
include in project guidelines for ASGs in 200506
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'ASSESSMENT IS FOR LEARNING‘
Linked networks: professional reflection
Peer evaluation: success criteria
 Participants will:
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be clearer about the role of questioning in
prompting critical reflection
have made use of enhanced questioning skills to
prompt peer and self-evaluation
The AifL team will:

have a better idea of the kind of advice new
ASG groups would find useful at the start of
their project
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'ASSESSMENT IS FOR LEARNING‘
Linked networks: Self-evaluation

Activities:
 individual reading and initial impressions
 group discussion of issues arising
 group work – interrogating the reports
 feedback to whole group
 individual activity - self evaluation &
response
 pairs and trios – articulating
understanding
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'ASSESSMENT IS FOR LEARNING‘
The Policy Context 2000-2004
Key ideas:
Learner at the centre
Partnership in learning
Less assessment
Self-evaluation,
reflection,
professionalism
 Evidence as feedback
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'ASSESSMENT IS FOR LEARNING‘
The Policy Context
Curriculum and Assessment 1 Nov 04
‘Ambitious, Excellent Schools’
Education 3-18
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High expectations, leadership, ambition
More freedom for teachers and schools
Greater choice and opportunity for pupils
Better support for learning
Tougher, intelligent accountabilities
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'ASSESSMENT IS FOR LEARNING‘
The Policy Context
Curriculum and Assessment 1 Nov 04
‘A Curriculum for Excellence’
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Successful learners:
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Confident individuals
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Self-respect, well-being, values, ambition
Responsible citizens
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Enthusiasm, determination, open minds
Respect for others, commitment to participate
Effective contributors

Enterprising, resilient, self-reliant
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'ASSESSMENT IS FOR LEARNING‘
The Policy Context
Curriculum and Assessment 1 Nov 04
‘Assessment, Testing and Reporting 3-18’
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All schools part of AifL by 2007
Assessment bank developed and extended as tool for
teachers
Local moderation to promote shared understanding
of standards
Sample-based SSA to replace annual 5-14 survey
from 2005
Link national and international information
Continuing support for schools and LAs - ‘using
evidence as feedback to inform improvment’
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Assessment is for Learning in a coherent
national system of assessment
Formative
Formative assessment
Personal learning planning
LA collection and analysis of
school’s information to inform
provision and improvement
Involving learners, and parents and
other adults, in the learning process
HMIE feedback and subject/
quality/improving reports
Internal
External
Teachers’ judgements, with
local moderation and
(electronic) National
Assessments as part of
quality assurance
Scottish Survey of Achievement
P3, P5, P7, S2
National Qualifications
International studies
HMIE inspections
Summative
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What is an AifL School?
A Place Where Everyone is Learning Together
Our pupils and staff help to set their own learning goals
Our pupils and staff identify and reflect
on their own evidence of learning
Our pupils and staff practise
self- and peer-assessment
ASSESSMENT AS LEARNING
Learning and
Teaching
Curriculum
Staff use a range of evidence
from day-to-day activities to
check on pupils’ progress
ASSESSMENT
OF
LEARNING
Staff talk and work together to
share standards in and across
schools
Staff use assessment information to
monitor their establishment’s provision
and progress, and to plan for
improvement
Using evidence
as feedback
to inform
improvement
Assessment
ASSESSMENT
FOR
LEARNING
Our pupils, staff
and parents are
clear about what
is to be learned
and what success
would be like
Our pupils and staff are given
timely feedback about the
quality of their work and how to
make it better
Our pupils and staff are fully involved in
deciding next steps in their learning and
identifying who can help
Our classroom assessment involves high quality interactions, based
on thoughtful questions, careful listening and reflective responses
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AifL-Assessment is for Learning
2005-2006
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Empowering those at the chalkface
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Continued (level) funding for LAs and ASGs
Renewed emphasis on teachers’ ownership and
involvement through ASG ‘action research’
Support from LTS development officers for
teachers in ASG projects
Local area ASG networking meetings
Universities – evaluation of impact and ITE
LA field officers and moderators for SSA in
authorities to support ‘sharing the standard’
AifL triangle ‘toolkit’ pack for schools
Website, case studies, newsletters
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Assessment is for Learning
www.ltscotland.org.uk/assess
[email protected]
www.scotland.gov.uk/publications
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