Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource Scottish Learning Festival September 2014

Transforming lives through learning

Assessing Progress and Achievement

Professional Learning Resource

Scottish Learning Festival

September 2014


Overview of the seminar

Purpose of the professional learning resource

Overview of available resources

Overarching Paper – a generic resource

Additional CLPL workshops


Purpose of the Professional Learning Resource

To support

To support

To support


Education ScotlandInspection Advice Note 2014-15



Professional Learning Resource

Overview of resources






Suite of Resources


Overarching Paper

Introduction

How should I Plan for Assessment?

What are Significant Aspects of Learning?

What Does Progression Look Like?

Breadth, Challenge and Application

How Do I Make Holistic Judgements About Achieving a level?

How Can We Monitor and Track Progress?

Responsibility of All


Curriculum Papers


Progression Frameworks


Annotated exemplification


Monitoring and Tracking Paper


Suite of Resources



Professional Learning Resource:

Overarching Paper


Assessing Progress and Achievement Overarching Paper

• Introduction• How Should I Plan for Assessment?• What are Significant Aspects of Learning?• What does Progression Look Like?• Breadth, Challenge and Application• How Do I Make Holistic Judgements About Achieving a

Level?• How Can We Monitor and Track Progress?• Responsibility of All



How Should I Plan for Assessment?



Within the context of assessing progress and achievement in the Broad General Education, the significant aspects of learning bring together a coherent body of knowledge and understanding and related skills as detailed within the experiences and outcomes.

These significant aspects of learning refer to the core learning against which learners’ progress can be compared periodically.


SALs share a number of key features: Each:

brings together a coherent body of knowledge and understanding and related skills, as detailed in the experiences and outcomes is common to all levels from early to fourth

supports the practice of holistic (‘best fit’) assessment

can be effectively used to inform assessment of progression within a level and achievement of a level

can be readily used to plan further progression within a level and from one level to the next.



Social Studies:

Using and applying

skills in creating and

using models, maps

and graphical

representation of

information.

Health and Wellbeing:

Substance Misuse

Learners understand

the use and misuse of

various substances.

They understand the

impact of risk-taking

behaviour on their life

choices. They make

informed personal

choices which

promote a healthy

lifestyle.

Religion and Moral

Education:

developing skills and

attributes to make

well-judged moral

and ethical decisions

and to justify

personal beliefs and

values

Expressive Arts:

Show they can

perform

and present

for diffe

rent audiences

and be part of a

n

audience for o

thers.


What Does Progression Look Like?Progression in learning requires that learners have opportunities to develop across a range of context in:

NEXTT


Numeracy:Use an increasing range of mathematical tools

Literacy:Develop critical literacy in a wide range of contexts

Expressive Arts:Demonstrating Increasing skills and confidence in presentations and performances in familiar and routine contexts

The Sciences:Using a wide range of scientific language, formulae and equations in descriptions and explanations of scientific concepts

Increasing number of Es and Os

Learners have achieved a breadth of learning across the experiences and outcomes for a significant aspect of learning:

BACK


Learners can respond to the level of challenge set out in these Es&Os and are moving forward to more challenging learning:

Numeracy and mathematics:Work with open ended questions and tasks

Literacy:Length and complexity of text and task

Expressive Arts:Showing increasing detail, complexity and accuracy of responses to stimuli.

The Sciences:Demonstrate understanding of increasingly complex scientific contexts and concepts.

Developing HOTS Increasing independence

BACK


Learners can apply what they have learned in new and unfamiliar situations:

Use scientific skills, knowledge and understanding to think creatively and critically.

The ability to use their knowledge of Social Studies to participate in today’s society

Use numeracy and mathematical skills in other curriculum areas

Apply literacy skills across curricular areas and in real and meaningful contexts

Demonstrate and appreciation and understanding of cultural identity

BACK


Curriculum Paper: Food and Health

SAL 1: knowledge and understanding of a healthy diet and making informed decisions in order to improve mental, emotional, social and physical wellbeing.


What Does Progression Look Like?HWB 3-34a: Having explored a range of issues which may affect food choice. I

can discuss how this could impact on the individual’s health.

HWB 3-36a: Using my knowledge of nutrition and current healthy eating advice, I can evaluate the information on food packaging, enabling me to make informed choices when preparing and cooking healthy dishes

LIT 3-06a: I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order and use suitable vocabulary to communicate effectively with my audience.

LIT 3.25a: I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, generate and develop ideas or create original text.


The Progression Framework:Taking a Closer Look…


What does it look like?


How Do I Make Holistic Judgements About Achieving a Level?



Bundles of Es and Os, take account of SALs and refer to the progression framework statements.

Evidence Range of appropriate evidence

Professional dialogue that ensures judgements are reliable and valid

Learners actively engaged in all parts of their learning journey.




Responsibility of All



Professional Learning Resource:

Career Long Professional Learning workshops




Overarching paper

Power point presentation and accompanying narration

Workshop materials

• Structured approach for engaging with the paper

• Activity on breadth, challenge and application


Curriculum area

Workshop materials

• Structured approach for engaging with the curriculum paper

• What is breadth, challenge and application?

Using the resource to understand, apply and share standards


Using the resource to understand, apply and share standards





Any questions?

Documents

Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource Scottish Learning Festival September 2014