ACCURACY IN

ASSESSMENT;

EVIDENCIN

G AND T

RACKING

PROGRESS IN

TEACHER E

DUCATIO

N

B

EA

NO

BL E

- RO

GE

RS

Accuracy in Assessment ToolkitTracking Trainee’s Progress: ‘evidence bundles’

The Educate Project

WHY THE ACCURACY IN ASSESSMENT TOOLKIT? Address significant shifts in emphasis of teacher education

inspection: two years / three inspection frameworks Make explicit to all main features of assessment process

and protocol = consistency and accuracy Key elements of assessment at a glance, in one place Provide explicit grading criteria and expectations for

progress Can be used to ensure all trainees and partners understand

and can explain how accuracy in assessment is achieved and their role in that

Support teacher ed. providers in presenting a robust case to, especially inexperienced, inspectors

Flexible to local need: It can be adapted to fit individual partnerships or used essentially as is

Adaptable framework for future change Safety in numbers and avoid ‘wheel recreation’

THE KEY SHIFTS IN EMPHASIS

The quality of trainees’ teaching judged by impact on pupil progress and learning over time the context and content of their teaching, through sequences of

lessons; it should not be judged by performance in individual lessons, and using the full range of evidence available eg marking

performance against the Teachers’ Standards in full, the bulleted subheadings used to: track progress against the Standardsdetermine areas for additional developmentidentify strengths demonstrate any Grade 3 trainees ‘requiring improvement’ are

exceeding the minimum level of practice

Very explicit in inspections!!!!

THE KEY SHIFTS IN EMPHASIS

Strengthened expectations for Part Two of the Standards: fundamental British values, extremism, all bullying, professional conduct

Precise, developmental target setting Individual training plans and intervention Robust evidence of the accuracy of judgements All grades, targets, report comments, level of pupil

progress must be fully aligned Inspection Handbooks modify and extend the (future

proofed / immutable) Teachers’ Standards: assessment / unseen children / behaviour /FBV

Raised expectations

THE HEART OF THE SYSTEM

Identify evidence of pupils’ progress over time

What difference

has teaching made? Why?

Identify of strength

and areas for

development for the trainee

Map to TS grade

descriptors to identify quality of teaching

Review and

identify precise

short and longer term

targets

THE PRINCIPLES

a vision for the development of outstanding teachers which places the pupil at the heart of teacher education

a framework for assessing the quality of trainees’ teaching starting with impact on pupils’ progress which informs ongoing achievement and final attainment

the essential resources to support trainees and their tutors/mentors in recording and evidencing progress and setting appropriate long and short term targets

assessments reflect the quality of trainees’ teaching overall and the interrelatedness of the Standards enabling pupil progress

an unambiguous shared language for discussing the progress of, and expectations for, trainees

CONTENTS

Assessing trainees: important considerations

Grading rationale

Annual assessment process at a glance: an example

Expected outcomes and progress though training

Accuracy in grading: the alignment of grades, progress, comments and targets

Guidance for the weekly meetings: reviewing progress and assessment

Cause for concern procedure

Target setting and achieving targets

Teachers’ Standards, Part One: Teaching grade descriptors - guidance notes

Teachers’ Standards, Part One: Teaching grade descriptors

Teachers’ Standards, Part Two: Personal and professional conduct

IMPACT ACROSS A TEACHER ED. PARTNERSHIP At a glance processes and procedures from

observation to assessment understood and used by all

Mentors, trainees and link tutors understanding and using the language of progress

Collaboration over training : trainees taking responsibility for their progress and their pupils’ progress

Trainees able to pin point their own needs, working with their mentors – individualized training

Secure evidence of progress towards exceeding the Standards overall, individual standards and pupils’ progress

TRACKING TRAINEE PROGRESS - YOU NEED TO:

Accurately track data of individual’s, sub groups’, full cohort’s progress

Explicitly use this to inform on going self evaluation and improvement planning and intervention for cohort overall and groups of trainees

Clearly rationalise approach for trainees and mentors, clear purpose and fit for purpose

TRACKING PROGRESS AND EVIDENCE OF PROGRESS

Currently often cumbersome - masses of evidence

collection against each Standard Clarity of purpose, expectations and intended

impact on outcomes and progress unclear Step change

from evidence collection to reflecting on and analysing quality of teaching and learning

From their ‘performance’ to their pupils’ progress

from ‘getting’ Teachers’ Standards to recognising how Teachers’ Standards work together

from whole class progress to progress and learning of groups of learners overtime

TRACKING TRAINEE PROGRESS • Observations: evidence of pupil progress and learning

overtime, trainee strengths areas for development impacting on pupil progress

• Weekly meetings: evidence pupil progress and learning overtime, progress v targets, map new and revised targets and key strengths against TSs’

• Interim reviews: evidence of impact on groups of learners; review targets and progress against TSs’ overall

• Summative reviews: evidence bundle; groups of learners; progress against the TSs’; strengths and targets for next stage

EVIDENCE BUNDLES

Evidence bundles are used to demonstrate: progress made by pupils overall and by

groups of pupils quality of trainee’s teaching overall how trainees’ skills against each

Standard has enabled them to impact on pupil progress

how strong their teaching is in each of the Standards

areas for targets for further development

EVIDENCE BUNDLES PROCESS

Trainee with mentor identifies strong sequence of lessons re pupil progress overtime (or sequences)

Pull together a ‘bundle’ of evidence relating to this: assessments, photographs, marking, plans, observations, evaluations, weekly review forms etc.

Bundle analysed and annotated to identify evidence of impact on the progress of different

groupsevidence progress against each of the TSs’

Trainee writes analytic evidence-based commentary of their progress since their previous review; including impact of training

THE EDUCATE PROJECT: ONLINE RESOURCE FOR T. ED Currently

No online bespoke systems in UK for moving from trainee assessment to improvement planning

Existing systems cumbersome and not fit for purpose

Too much time consuming manual data populationToo often handed to ‘data’ experts with tutors losing ownership

Limited scope for trainees to reflect

WE ARE BUILDING

Simple, fully automated and intuitive systemTrainees, mentors and assessorsGeneric model with bespoke solutionsGuidance, frameworks, proformas for: assessment, self evaluation and improvement planning

Automatically track progress from report formsAlert user to atypical issuesCrunch numbers and generate chartsPopulate self evaluation proforma with relevant dataAnd ……..?

AT A GLANCE

Assessment Tracking Data

processingSelf

evaluationImprovement planning