Leading Assessment is for Learning in your department '

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Leading Assessment is for Learning in your
department .
Juliet Presly, Trinity Academy Michael Crombie ,
Holyrood Alison Kidd QIO , L T and AifL.
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Learning intention To further develop
understanding of why leadership of AifL is
effective and , how to enhance your leadership
of AifL. Steps to success Reflect on current
understanding. Celebrate current
success. Confirm successful methodolgy. Identify
challenges and opportunities . Plan next steps .
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Whats in it for us?Your success criteria
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AifL the local and national context.What do you
want to know ?
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Our context

• A Curriculum for Excellence
• National Priorities
• How good is our school
• Child at the centre
• Service improvement plan
• Learning for all
• Assessment is for learning

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Working towards an AifL school
CURRICULUM What is to be learned
LEARNING AND TEACHING How it is to be learned
Assessment AS Learning Learning how to learn
SELF-EVALUATION EVIDENCE AS FEEDBACK TO INFORM
IMPROVEMENT
Assessment FOR Learning Supporting classroom
learning and teaching
Assessment OF Learning Gathering and
interpreting the evidence
ASSESSMENT Knowing about learning
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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 practise self- and
peer-assessment
Our pupils and staff identify and reflect on
their own evidence of learning
ASSESSMENT AS LEARNING
Learning and Teaching
Curriculum
Staff use a range of evidence from day-to-day
activities to check on pupils progress
Our pupils, staff and parents are clear about
what is to be learned and what success would be
like
Using evidence as feedback to inform improvement
ASSESSMENT FOR LEARNING
ASSESSMENT OF LEARNING
Staff talk and work together to share standards
in and across schools
Our pupils and staff are given timely feedback
about the quality of their work and how to make
it better
Staff use assessment information to monitor their
establishments provision and progress, and to
plan for improvement
Our pupils and staff are fully involved in
deciding next steps in their learning and
identifying who can help
Assessment
Our classroom assessment involves high quality
interactions, based on thoughtful questions,
careful listening and reflective responses
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Parents talk to their children at home about
their learning goals and how they are planning to
achieve them
Our pupils and staff help to set their own
learning goals
Parents help their children to identify and
reflect on evidence of their learning from
experiences at school, at home and in the wider
community
Parents support their children to reflect on
their own learning, and to consider carefully
what others say about it
Our pupils and staff practise self- and
peer-assessment
Our pupils and staff identify and reflect on
their own evidence of learning
ASSESSMENT AS LEARNING
Curriculum
Learning and Teaching
Parents know what their children are learning,
and talk with their children about the things
they think they have done well and why, and what
they need to do to improve their work
Using evidence as feedback to inform improvement
Teachers take account of parents views and
evidence about their childrens learning, as well
as evidence from school-based activities
Our pupils, staff and parents are clear about
what is to be learned and what success would be
like
Staff use a range of evidence from day-to-day
activities to check on pupils progress
ASSESSMENT FOR LEARNING
ASSESSMENT OF LEARNING
Staff encourage pupils to talk with their parents
about the feedback they are given, and take
account in turn of feedback from parents about
their childrens learning
Parent Councils talk with school staff to share
their understanding of standards and how
judgements about their childrens achievements
are made in the school
Our pupils and staff are given timely feedback
about the quality of their work and how to make
it better
Staff talk and work together to share standards
in and across schools
Staff use assessment information to monitor their
establishments provision and progress, and to
plan for improvement
Our pupils and staff are fully involved in
deciding next steps in their learning and
identifying who can help
Parents talk with their children and teachers
about their children's next steps in learning and
how they can help
Parents Councils discuss the overall picture of
achievement in the school with staff and
contribute their ideas about how the school might
plan for improvement
Assessment
Our classroom assessment involves high quality
interactions, based on thoughtful questions,
careful listening and reflective responses
Parents talk with their children in a similar
way about what they are learning at school,
through homework, and through activities at home
and outside the school
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Formative AssessmentKey Ideas

• Sharing learning intentions, agree success
  criteria.

• Effective feedback

• Effective questioning and quality discussion

• Peer/self evaluation

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Personal learning planning
How am I doing?
How do I know?
How will I learn?
What do I need to learn next?
Process NOT Product!
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Sharing the standard

• Working towards a planned cycle of activities
  ?.
• learning intentions and success criteria agreed
  and share with pupils and parents
• programmes of work and the development /choice
  of resources are collaboratively planned with
  colleagues..
• pupil skills in self and peer assessment are
  developed in relation to learning intentions and
  success criteria
• collegiate time is used to share the standard
  of learning and teaching approaches, content ,
  evaluation of samples of pupil evidence, monitor
  progress in attainment, identification of next
  steps
• opportunities to share classroom experience
  within and across schools are developed
• developments are shared with other clusters ,
  authority staff, networks , other authorities

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• For reflection
• Why lead AifL in
• your department ?

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Next Steps ?
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How to lead AifL.. Challenges and opportunities
T chart Carousel !.(from critical skills
programme )
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Feedback
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Making progress.

• What is our next step?

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