©The Highland Council/Eric Young The Highland Council Learning and Teaching Reflection Framework Extending formative assessment Purposes, principles and

©The Highland Council/Eric Young

The Highland CouncilThe Highland CouncilLearning and Teaching Reflection FrameworkLearning and Teaching Reflection Framework

Extending formative assessmentExtending formative assessmentPurposes, principles and practice in building Purposes, principles and practice in building

capacitiescapacities

Section CSection CUnit 2Unit 2


Extending Formative AssessmentExtending Formative Assessment

Assessment is for Learning (AifL)Assessment is for Learning (AifL)using assessment to improve learning as well as using assessment to improve learning as well as measure it especially by developing pupils’ skills in self-measure it especially by developing pupils’ skills in self-assessmentassessment

A Curriculum for Excellence (ACfE)A Curriculum for Excellence (ACfE)developing teaching and learning that fosters the growth developing teaching and learning that fosters the growth of successful learners, confident individuals, responsible of successful learners, confident individuals, responsible citizens and effective contributorscitizens and effective contributors

Determined to Succeed (DtS)Determined to Succeed (DtS)promoting creative approaches and enterprising attitudespromoting creative approaches and enterprising attitudes


A paradigm shiftA paradigm shift

Seeing ourselves as teachers who Seeing ourselves as teachers who help students to search rather than help students to search rather than to follow is challenging and, in many to follow is challenging and, in many ways, frightening as it involves a ways, frightening as it involves a shift from a well-managed shift from a well-managed classroom to a transformation classroom to a transformation seeking classroom.seeking classroom.

In Search of UnderstandingIn Search of Understanding

Brooks & Brooks 1993Brooks & Brooks 1993


ASSESSMENT AS LEARNINGASSESSMENT AS LEARNING

ASSESSM

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Using evidence Using evidence as feedback as feedback

to informto informimprovementimprovement

CurriculumCurriculumLearning & Learning & TeachingTeaching

AssessmentAssessment

From AifL to ACfEFrom AifL to ACfE

Session 1Session 1

The purposes of the The purposes of the curriculumcurriculum

Session 3Session 3

The practice of assessmentThe practice of assessment

Session 2Session 2

The principles of The principles of learning and learning and

teachingteaching


Session 1Session 1

The purposes of the The purposes of the curriculumcurriculum


A Curriculum for ExcellenceA Curriculum for Excellence

Aims to:Aims to:• simplify and prioritise the current simplify and prioritise the current

curriculum curriculum • create a single framework for the create a single framework for the

curriculum and assessment 3-18 curriculum and assessment 3-18 • focus classroom practice upon the child focus classroom practice upon the child

and around the purpose of educationand around the purpose of education• encourage more learning through encourage more learning through

experiencesexperiences


successful learnerssuccessful learnerswithwith• enthusiasm and motivation enthusiasm and motivation

for learningfor learning• determination to reach high determination to reach high

standards of achievementstandards of achievement• openness to new thinking and openness to new thinking and

ideasideas

confident individualsconfident individualswithwith• self respectself respect• a sense of physical, mental a sense of physical, mental

and emotional wellbeingand emotional wellbeing• secure values and beliefssecure values and beliefs• ambitionambition

responsible citizensresponsible citizenswithwith• respect for othersrespect for others• commitment to participate commitment to participate

responsibly in political, economic, responsibly in political, economic, social and cultural lifesocial and cultural life

effective contributorseffective contributorswithwith• an enterprising attitudean enterprising attitude• resilienceresilience• self-relianceself-reliance

To enable all young people to becomeTo enable all young people to become

Purposes of the CurriculumPurposes of the Curriculum


Activity 1Activity 1

Purposes and capacitiesPurposes and capacities

Using the activity sheets provided, evaluate:Using the activity sheets provided, evaluate:1) the importance you attach to the capacities set 1) the importance you attach to the capacities set

out in A Curriculum for Excellence and,out in A Curriculum for Excellence and,2) the extent to which you think current practice 2) the extent to which you think current practice

provides opportunities for pupils to develop provides opportunities for pupils to develop them.them.


successful learnerssuccessful learners

• use literacy, communication and numeracy skillsuse literacy, communication and numeracy skills• use technology for learninguse technology for learning• think creatively and independentlythink creatively and independently• learn independently and as part of a grouplearn independently and as part of a group• make reasoned evaluationsmake reasoned evaluations• link and apply different kinds of learning in new link and apply different kinds of learning in new

situations?situations?

In what ways does your school or In what ways does your school or establishment enable all children and young establishment enable all children and young people to:people to:


confident individualsconfident individuals

• relate to others and manage themselvesrelate to others and manage themselves• pursue a healthy and active lifestylepursue a healthy and active lifestyle• be self awarebe self aware• develop and communicate their own beliefs develop and communicate their own beliefs

and view of the worldand view of the world• live as independently as they canlive as independently as they can• assess risk and take informed decisionsassess risk and take informed decisions• achieve success in different areas of activity?achieve success in different areas of activity?

In what ways does your school or establishment In what ways does your school or establishment enable all children and young people to:enable all children and young people to:


responsible citizensresponsible citizens

• develop knowledge and understanding of the develop knowledge and understanding of the world and Scotland’s place in itworld and Scotland’s place in it

• understand different beliefs and culturesunderstand different beliefs and cultures• make informed choices and decisionsmake informed choices and decisions• evaluate environmental, scientific and evaluate environmental, scientific and

technological issuestechnological issues• develop informed, ethical views of complex develop informed, ethical views of complex

issues?issues?

In what ways does your school or In what ways does your school or establishment enable all children and young establishment enable all children and young people to:people to:


effective contributorseffective contributors

• communicate in different ways and in communicate in different ways and in different settingsdifferent settings

• work in partnership and in teamswork in partnership and in teams• take the initiative and leadtake the initiative and lead• apply critical thinking in new contextsapply critical thinking in new contexts• create and developcreate and develop• solve problems?solve problems?

In what ways does your school or In what ways does your school or establishment enable all children and establishment enable all children and young people to:young people to:


The effect of identifying purposes The effect of identifying purposes is to shift the emphasis from is to shift the emphasis from knowledge to understanding and knowledge to understanding and skills.skills.

Purposes – filtering contentPurposes – filtering content


Session 2Session 2

The principles of learning and The principles of learning and teachingteaching


The people best placed to make judgements The people best placed to make judgements about the learning needs of individual young about the learning needs of individual young people are those who work with them most people are those who work with them most closely … teachers … in schools must have closely … teachers … in schools must have the freedom to exercise their professional the freedom to exercise their professional judgement to deliver excellent learning and judgement to deliver excellent learning and teaching.teaching.

SEED, Ambitious, Excellent SchoolsSEED, Ambitious, Excellent Schools

Technicians or professionals?Technicians or professionals?


Just tell us what to do and we’ll do Just tell us what to do and we’ll do it: we’re professionals, after all.it: we’re professionals, after all.

teacher at Open Spaces event for teachers, Dundee 2005teacher at Open Spaces event for teachers, Dundee 2005

Technicians or professionals?Technicians or professionals?


Principles of classroom interactionPrinciples of classroom interaction

ParticipationParticipationDialogueDialogueEngagementEngagement

ThinkingThinking


Challenge and enjoymentChallenge and enjoymentBreadthBreadthProgressionProgressionDepthDepthPersonalisation and choicePersonalisation and choiceCoherenceCoherenceRelevanceRelevance

Principles of curriculum designPrinciples of curriculum design



Exploring the principlesExploring the principles

Using the activity sheet provided, reflect Using the activity sheet provided, reflect upon the principles of curriculum design as upon the principles of curriculum design as they relate to:they relate to:

a)a) the well managed classroomthe well managed classroomb)b) the transformation seeking classroomthe transformation seeking classroom


Purposes – filtering contentPurposes – filtering contentThe effect of identifying purposes is to shift The effect of identifying purposes is to shift the emphasis away from knowledge onto the emphasis away from knowledge onto understanding and skillsunderstanding and skills

Principles – engaging thoughtPrinciples – engaging thoughtThis in turn shifts the emphasis from what This in turn shifts the emphasis from what you teach to how you teach ityou teach to how you teach it

Knowledge, understanding and skillsKnowledge, understanding and skills


Providing a set of values, purposes Providing a set of values, purposes and principles for the curriculum and and principles for the curriculum and recognising the central importance of recognising the central importance of teachers’ professional judgements in teachers’ professional judgements in shaping its delivery represents an shaping its delivery represents an opportunity for teachers to exercise opportunity for teachers to exercise greater professional judgement in the greater professional judgement in the classroom.classroom.

Professional rightsProfessional rights


The shift of emphasis from the The shift of emphasis from the transmission of knowledge to the transmission of knowledge to the development of understanding and development of understanding and skills will require teachers to reflect skills will require teachers to reflect more closely on their classroom more closely on their classroom practice and explore ways of engaging practice and explore ways of engaging learners in their own learning.learners in their own learning.

……responsibilitiesresponsibilities


There is strong and growing evidence There is strong and growing evidence to show that an improved use of to show that an improved use of formative assessment helps learners formative assessment helps learners be more successful by taking greater be more successful by taking greater responsibility for their own learning.responsibility for their own learning.

… … and how to reconcile themand how to reconcile them


Session 3Session 3

The practice of assessmentThe practice of assessment


How learning is assessed affects: How learning is assessed affects: a)a) what is taught, and what is taught, and b)b) how we teach it.how we teach it.

Assessment and learningAssessment and learning


Formative assessment for teachersFormative assessment for teachers

• Being explicit about learningBeing explicit about learning• Gathering evidence of learningGathering evidence of learning• Focusing feedback on improvementFocusing feedback on improvement

It’s about thinking!It’s about thinking!


Assessment FOR Learning Assessment FOR Learning in an AifL Schoolin an AifL School

• pupils, parents and staff understand what pupils, parents and staff understand what is to be learned and what success looks is to be learned and what success looks likelike

• pupils and staff are given timely feedback pupils and staff are given timely feedback and advice on how to improveand advice on how to improve

• pupils and staff are involved in deciding pupils and staff are involved in deciding next steps in their learningnext steps in their learning


Self-assessment by pupilsSelf-assessment by pupils

being clear about what’s to be learnedbeing clear about what’s to be learned knowing how to evaluate progress in knowing how to evaluate progress in

learning itlearning it recognising what needs to be done nextrecognising what needs to be done next



Assessment AS LearningAssessment AS Learning

Being able to identify personal learning Being able to identify personal learning prioritiespriorities

Knowing what to do to achieve themKnowing what to do to achieve them Knowing how to evaluate progressKnowing how to evaluate progress Being able to identify next stepsBeing able to identify next steps



Assessment AS Learning Assessment AS Learning in an AifL Schoolin an AifL School

•pupils and staff practise peer and self-pupils and staff practise peer and self-assessmentassessment

•pupils and staff reflect on their own pupils and staff reflect on their own evidence of learningevidence of learning

•pupils and staff set their own learning pupils and staff set their own learning targetstargets


Assessment OF LearningAssessment OF Learning

ModerationModeration(Where the curriculum, teaching, learning and (Where the curriculum, teaching, learning and

assessment meet)assessment meet) Interpreting evidence of learningInterpreting evidence of learning Using learning intentions and success Using learning intentions and success

criteriacriteriaIt’s about thinking!It’s about thinking!


Assessment OF LearningAssessment OF Learningin an AifL Schoolin an AifL School

• staff use a range of evidence from day-to-staff use a range of evidence from day-to-day activities to check on pupils’ progressday activities to check on pupils’ progress

• staff talk and work together to share staff talk and work together to share standards in and across schoolsstandards in and across schools

• staff use assessment information to staff use assessment information to monitor their establishment’s provision and monitor their establishment’s provision and progress and to plan for improvementprogress and to plan for improvement


DELIVERYDELIVERY

Being explicit Being explicit about learningabout learning

Focusing Focusing feedback on feedback on improvementimprovement

Gathering Gathering evidence of evidence of

learninglearning

PLANNINGPLANNINGPRINCIPLESPRINCIPLES

(of curriculum (of curriculum design and of design and of

classroom classroom interaction)interaction)

WHY?WHY?

PurposePurpose

HOW?HOW?

MethodMethod

WHAT?WHAT?

OutcomeOutcome

PURPOSESPURPOSES

(Capacities)(Capacities)

Assessment Assessment by pupilsby pupils



Planning and deliveringPlanning and delivering

Use the activity sheets provided to review an Use the activity sheets provided to review an existing unit of work or lesson plan in the existing unit of work or lesson plan in the light of the purposes, principles and practice light of the purposes, principles and practice for a transformation seeking classroom. for a transformation seeking classroom.


Why has AifL worked?Why has AifL worked?

Community collaborationCommunity collaborationPlanning, networking, discussing (in a familiar Planning, networking, discussing (in a familiar context) context) Being in a development teamBeing in a development teamSharing practical guidance and ‘modelling’ Sharing practical guidance and ‘modelling’ practice with other teacherspractice with other teachersGetting and giving effective management and Getting and giving effective management and supportsupportWork valued throughout systemWork valued throughout system


AifLAifL - - a speciala special delivery modeldelivery model

IntegrityIntegrityMove from teaching to learning Move from teaching to learning

Focus on pupils’ self esteem, engagement Focus on pupils’ self esteem, engagement and attainmentand attainment

Real involvementReal involvementAutonomy in trying out, adapting…Autonomy in trying out, adapting…

Impact of ‘credible’ researchImpact of ‘credible’ research

Appeal to professionalismAppeal to professionalismHayward, Spencer, SimpsonHayward, Spencer, Simpson

Documents

©The Highland Council/Eric Young The Highland Council Learning and Teaching Reflection Framework Extending formative assessment Purposes, principles and