Assessment for Learning

1
Assessment for Learning

• new directions, next steps

2
Where weve come from

• General AfL characteristics and approaches remain
  familiar and are exemplified in
• QCA, DfES documentation and a range of websites
• QCA checklist
• QCA characteristics
• listing on the school website
• Assessment for Learning Putting it into
  practiceby Black, Wiliam et al (2003)
• Pedagogy and Practice Unit 12 Assessment for
  learning (DfES, September 2004)

3
More recently

• Results of practical work in schools
• enhancing teachers expertise in English and
  mathematics (Assessing pupils progress ) then
  extending to science
• promoting use of e-scape, using ICT in assessing
  design and technology
• exploring possibilities for on-screen testing and
  using e-portfolios in different subjects

4
More recently

• Personalising learning and the curriculum
• School self-evaluation (SEF) processes
• A Vision for Teaching and Learning in
  2020(Gilbert Review, January 2007)
• We recommend that the government should take
  further action to ensure that assessment for
  learning is embedded in all schools and
  classrooms so that its benefits are fully
  realised

5
Current focus

• Secondary Curriculum Review
• organising the curriculum and promoting progress
  through approaches to assessment
• changing the language
• day-to-day assessment, was formative assessment
• periodic assessment, was summative assessment
• gathering evidence
• building up a subject area portfolio

6
Current focus

• Secondary Curriculum Review
• changing the focus
• key emphasis on peer- and self-assessment linked
  to the student voice
• greater emphasis on inclusion and the ECM agenda
• personal, learning and thinking skills
• concern that testing is dominating the assessment
  agenda
• see current Education and Skills Select Committee
  enquiry questions and evidence submitted from a
  range of national bodies
• see BBC report on new government plans, announced
  January 2007, found at

7
The big picture of the curriculum
Succ
Whole
Learning Approaches
A range of teaching and learning approaches
(enquiry, active learning, practical and
constructive) - in tune with child development
and adolescence - learning beyond the school,
community and business links deep immersive and
regular frequent learning relevant and
connected to life and work a range of audiences
and purposes opportunity for learner choice and
personalisation personal identity
Areas of Learning
Ethical Cultural Physical and health
Spiritual- Creative and aesthetic- Environmental-
International Scientific and technological
Employability and enterprise Human and social
Subjects
Assessment fit for purpose
To make learning and teaching more effective
So that learners understand quality and how to
improve
8
Secondary Curriculum Review

• Assessment is deemed fit for purpose when it
• makes learning and teaching more effective so
  that learners understand quality and how to
  improve
• secures attainment and improves standards
• secures further involvement in education,
  employment or training

9
Secondary Curriculum Review

• Proposes that assessment
• builds a more open relationship between learner
  and teacher
• has clear learning intentions shared with
  students
• has understood, shared and negotiated success
  criteria
• celebrates success against agreed criteria
• gives advice on what and how to improve
• includes peer- and self-assessment
• includes peer- and self-evaluation
• includes testing
• includes individual target setting
• uses error positively

10
PLTS agenda http//www.qca.org.uk/secondarycurri
culumreview/lenses/skills/personal-learning/

• Personal, Learning and Thinking Skills
• Reflective learnersYoung people evaluate their
  strengths and limitations, setting themselves
  realistic goals with criteria for success. They
  monitor their own performance and progress,
  inviting feedback from others and making changes
  to further their learning. Young people
• assess themselves and others, identifying
  opportunities and achievements
• set goals with success criteria for their
  development and work
• review progress, acting on the outcomes
• invite feedback and deal positively with praise,
  setbacks and criticism
• evaluate experiences and learning to inform
  future progress
• communicate their learning in relevant ways for
  different audiences

11
Raising the AfL profile

• Make AfL aims and methods a prominent feature in
  students learning
• featured in classroom displays
• integrated into classwork and homework
• talked about at parents consultation evenings
• identified in students reports
• included in reports to governors

12
Raising the AfL profile

• Ensuring that all schemes of work identify at
  least one unit of work for each year group in
  which an AfL approach is implemented for all
  students
• Gathering evidence into a portfolio of student
  work resulting from an AfL-focussed unit of work
  in each year group as a reference for discussion
  and moderation of standards within the curriculum
  team

13
Making a difference

• Developing and implementing
• peer- and self-assessment
• peer- and self-evaluation
• on-screen / on-line assessments when ready / on
  demand
• low-stakes sampling
• intelligent accountability measures to
  validate teacher judgements

14
Making a difference

• Evaluating impact of regular AfL use on students
• participation
• attainment and standards
• behaviour and attendance
• Building up evidence of impact, subject by
  subject, as part of SEF process