Assessment in Scotland: Assessment is for Learning - Formative Assessment in a Coherent System
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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