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AimsTo understand the national picture of assessment.
To identify the key concepts and ideas that underpin ‘Life Without Levels’.
To evaluate potential systems of assessment.
Simon Sinek, ‘Start With Why’, https://www.startwithwhy.com/
Discussion
Why do we assess pupils?
Discuss and pop your thoughts on a Post-it.
AfL vs AoLAssessment for Learning
Assessment of Learning
Assessment of Learning involves looking at assessment information at the end of the teaching and learning process to rank students’ achievement levels against a standard. It is summative in nature and typically involves standardised tests.
Assessment for Learning is the process of seeking and
interpreting evidence for use by learners and their teachers to
decide where the learners are in their learning, where they need to
go and how best to get there.
Feedback and Marking
Self and Peer Assessment
Questioning
Formative use of summative assessment
Background Why?
BackgroundNational Curriculum ReviewTim Oates
A shift of approach
From To
Processes & skillsKnowledge DevelopmentAcquisition
Learning continuumMastery
Curriculum
Fewer things in greater depth
Securing understanding
Deep learning in central concepts
Removing labels
Developing a common language
Why?
BackgroundFewer things in greater depth
Securing understandingDeep learning in central concepts
Sam Dyson, ‘The Paradox of Deeper Learning,’ http://blogs.edweek.org/
Why?
Background
Davi Osolin, ‘Labels,’ https://www.flickr.com/photos/glassified_seconds/
Removing labels
The Pygmalion effect: the greater the expectation placed upon people, the better they perform.
Growth Mindset vs Fixed Mindset
Why?
Discussion
How do we label children?
What is the impact of this?
Challenge
BackgroundNational Curriculum ReviewTim Oates
A shift of approach
From To
Differential tests Can/Can’t Best-fit level descriptorsPass/fail
Levels ?
Assessment
Why?
Principles
‘Don’t tell me you believe that all students can succeed. Tell me what you do when they don’t.’
How?
Dylan William, ‘Planning assessment without levels,’ http://www.teachprimary.com/
Principles
‘Assessment is a good servant, but a terrible master. Too often, we start out with the idea of making the important measurable, and end up making the measurable important. By sticking clearly to a set of principles for the design of an assessment system, schools can ensure that the assessment system supports learning, rather than gets in its way.’
How?
Dylan William, ‘Planning assessment without levels,’ http://www.teachprimary.com/
Principles
‘Government will not impose a single system for ongoing assessment.’
‘Schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress, to keep parents informed, to enable governors to make judgements about the school’s effectiveness, and to inform Ofsted inspections.’
DfE, ‘Assessment principles: school curriculum’
How?
PrinciplesEffective assessment systems:
Give reliable information to parents about how their child, and their child’s school, is performing.
Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.
Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment.
Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.
Help drive improvement for pupils and teachers.
Are closely linked to improving the quality of teaching.
Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives.
Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time.
Are created in consultation with those delivering best practice locally.
‘allow meaningful tracking of pupils’
‘help drive improvement for pupils’
How?
Systems
Activity
Carry out a SWOT analysis of Target Tracker.
What?
Systems
Planning
TeachingLearning
Assessment
Learning Systems
Target Tracker
Growth Mindset
QMLearning System
What?
Systems
QMLearning System Foundation
Activity 1
In curriculum teams, discuss possible systems of assessment and tracking in your subject.
Activity 2
Share and feedback what has been discussed.Activity 3
Develop a QM system for Foundation tracking with a common language of learning.
Emerge, Develop, Secure and Master
Simon Sinek, ‘Start With Why’, https://www.startwithwhy.com/
Discussion
Why do we assess pupils?
Discuss and pop your thoughts on a Post-it.
