Assessment in Scotland: Assessment is for Learning - Formative Assessment in a Coherent System
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Transcript Assessment in Scotland: Assessment is for Learning - Formative Assessment in a Coherent System
ASSESSMENT IN SCOTLAND:
‘ASSESSMENT IS FOR LEARNING’
Formative Assessment
in a
Coherent System
February 2005
SEED AifL
1
Examples of Classroom Action
Regular reinforcement of the idea that all can
achieve in the subject
Thinking time/open questions
Interpersonal & group skills via co-operative
learning/ “jigsaws”
Think/pair/share; hot seating
February 2005
SEED AifL
2
Examples of Classroom Action
Immediate comments feedback
Clear understanding of criteria in self- and
peer- and teacher-assessment
Much oral feedback
“Traffic lights” self-assessment/individual
discussion with teacher
February 2005
SEED AifL
3
Examples of Classroom Action
Use
of Mind Map format for self- and
peer-assessment
Self-assessment and discussion with
teacher re “Prelim” exam performance,
commitment to work, etc
Misconceptions/mistakes/premature
conclusions as growth points
February 2005
SEED AifL
4
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’
February 2005
SEED AifL
5
'ASSESSMENT IS FOR LEARNING‘
The Policy Context
Key ideas:
Learner at the centre
Partnership in learning
Self-evaluation, reflection,
professionalism
Evidence as feedback
February 2005
SEED AifL
6
‘ASSESSMENT IS FOR LEARNING’
CURRICULUM:
What is to be learned
LEARNING AND TEACHING:
Assessment AS Learning:
How it is to be learned
Learning how to learn
SELF-EVALUATION:
Assessment OF Learning:
Gathering and interpreting
the evidence
EVIDENCE AS
FEEDBACK
Assessment FOR Learning:
Supporting classroom
learning and teaching
ASSESSMENT:
Knowing about learning
February 2005
SEED AifL
7
‘ASSESSMENT IS FOR LEARNING’
Evidence as Feedback
Develop
professional practice in
assessment, so teachers’ judgements
are dependable (valid, reliable and
comparable)
Quality assure teachers’ judgements
locally and nationally, so standards are
shared
Monitor national attainment in a way
that promotes good classroom practice
February 2005
SEED AifL
8
‘ASSESSMENT IS FOR LEARNING’
Assessment FOR learning
Supporting classroom learning and teaching
Formative
assessment
Gathering (and interpreting) evidence
Partnership with parents
Inclusion of pupils with Additional Support
Needs
ASG Focus 1: Formative Assessment
February 2005
SEED AifL
9
‘ASSESSMENT IS FOR LEARNING’
Assessment AS learning
Learning how to learn
Formative
assessment
Personal Learning Plans
Support for management of Personal
Learning Plans
ASG Focus 2: Personal Learning Planning
February 2005
SEED AifL
10
‘ASSESSMENT IS FOR LEARNING’
Assessment OF learning
Gathering and interpreting evidence
Gathering
and interpreting evidence
Local moderation
Assessment of Achievement Programme
New National Assessments (bank)
ASG Focus 3: ‘Sharing the Standard’
February 2005
SEED AifL
11
'ASSESSMENT IS FOR LEARNING‘
Policy into practice
Build
informed
research
Create
informed
policy
Grow informed
communities of practice
February 2005
SEED AifL
12
‘ASSESSMENT IS FOR LEARNING’
Growing informed communities of practice
Projects based in schools (ASGs)
Partnership amongst stakeholders’ networks
Education authority action plans
Case studies as feedback, toolkit, website
AifL support strategy: DOs, HEIs, consultants
Concurrent evaluations
Newsletters
February 2005
SEED AifL
13
‘ASSESSMENT IS FOR LEARNING’
Growing informed communities of practice:
managing change in assessment practice
Give active support for projects
Engage with participants, negotiating
practical steps, playing to teachers’ strengths
Acknowledge tensions between different
assessment agendas, and discuss how they
might be handled
Allow time for discussion, reading, thinking,
engagement with ideas
Model good learning and create a good
climate for learning in the school –
acknowledge that everyone is learning
February 2005
SEED AifL
14
Assessment is for Learning
Curriculum and Assessment 1 Nov 04
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 data
Continuing support for schools and LAs ‘using evidence as feedback’
February 2005
SEED AifL
15