Assessing without levels through Learning Ladders
West Exe Technology CollegeAssessment Innovation Fund
Our position
• Newly formed Exeter Learning Trust (Jan 14)• Learning ladders used increasingly by our
partner schools, key stages and subject areas• Our vision – consistent and joint approach to
assessment• Common language for all to understand
We hope you find this useful
• This presentation gives an overview of how our learning ladder system works
• Exemplar material and templates are also available to download
• A full pack of exemplar materials across key stages 1 to 4 ready for September 2014
Assessment for Progress
• We are establishing a framework for 2014-15 and beyond to ensure that assessment genuinely supports progressive learning in all subjects
PROGRESS
Changes to our assessment format and framework are not about reinventing the wheel…
…they are about making the wheel turn more smoothly and effectively.
http://www.delta-associates.com/wp-content/uploads/DOHP-Main-Image-Wheel.jpg
Our philosophy
Why is a change in the assessment process needed?
• To ensure that assessment is consistently delivered across all and within subjects in a common format and framework
• To ensure that assessment is based upon whole-school and subject-specific criteria
• To ensure that assessment feeds directly into the school’s tracking system and that additional support is given to the correct pupils
• To best support pupils’ progress, “enabling them to understand how well they are doing and what they need to do to improve.” (OFSTED)
How the format & framework changed for West Exe
Streamlining: • 9 modular assessments to be replaced by 6
assessments per-year (ie. 1 formally recorded assessment per half-term)
“Fewer assessments = More progress”
How the format & framework changed for West Exe
Grading: • Use of Bloom’s Revised Taxonomy to provide a coherent
whole-school language / framework for assessment • KS3 levels to be ‘replaced’ by West Exe levels (designed
and agreed by subject teams) which incorporate Bloom’s language
• GCSE grade descriptors to incorporate Bloom’s language
Bloom’s Revised Taxonomy
assess, justify, prioritise, judge, decide, choose, recommend
plan, invent, design, develop, construct, compose
explain, compare, discuss, predict, outline, adapt
compare, contrast, examine, investigate, categorise, classify, sort
use, complete, examine, illustrate, solve, apply
identify, name, describe, find, list, recall
Bloom’s Revised Taxonomy Bloom’s action words
Prog
ress
ive
‘Learning for progress’ overview ladder
produced for each subject area(1x A4 page for each key stage)
Use a common hierarchy of thinking skills based on Bloom’s Revised
Taxonomy and Bloom’s action words
Planning
Individual‘Learning for progress’
ladders
Individual lessons* (as success criteria)
Summative (end of topic) assessments*
Interim formative assessments*
Periodic reviews of learning*
*choose which individual ladder(s) to use depending on factors such
as ability, topic, prior learning, position in module
and adapt as necessary
CreatingEvaluatingAnalysingApplying
UnderstandingRemembering
Plan, invent, design, develop, construct, composeAssess, justify, prioritise, judge, decide, choose, recommend
Compare, contrast, examine, investigate, categorise, classify, sortUse, complete, examine, illustrate, solve, apply
Explain, compare, discuss, predict, outline, adaptIdentify, name, describe, find, list, recall
Identify assessment common elements
eg. numeracy, literacy, language, cross-curricular
Constructing ladders
‘Learning for Progress’ Subject Overviews*
prog
ress
ive
One for each key stageCommon hierarchy of thinking skills based on
Bloom’s Revised Taxonomy
Bloom’s action words Each ladder step descriptor has been adapted from legacy key stage level descriptors and GCSE grade descriptors
*Exemplar copies and templatesavailable to download as editable files
Key linked to subject specific concepts and processes within each ladder step
‘Learning for Progress’ Individual Ladders*
One for each assessmentClarity of what is being assessed
Opportunities for self/peer/teacher reflection
prog
ress
ive
*Exemplar copies and templatesavailable to download as editable files
Concrete description of what a pupil is expected to know and be able to do with exemplification
Steps on ladder ticked
when met
Pupils make corrections & improvements in green pen to the work produced
How a learning ladder works
Teacher constructs learning ladder in planning stage ensuring steps are:
objective driven short discrete qualitative progressively challenging concrete description of what
a pupil is expected to know and be able to do
Teacher & pupils use ladders as a basis for:
differentiated success criteria interim formative assessments periodic reviews of learning summative assessments
Pupils choose the stepsto focus on
Pupils identify current snapshot of progress
(via self review, peer assessment, cooperative learning
or teacher led)
Pupils refer to higher steps of the ladder to identify
next steps for progression (via self review, peer assessment,
cooperative learning or teacher led)
Opportunities to share snapshot with parents/carers through
reporting, subject evenings, email, text, online reporting,
school website
Parents/carers know next steps & therefore how to support progress
Ladder steps
• Every step is objective driven by curriculum content• Each being a short, discrete, qualitative and
concrete description of what a pupil is expected to know and be able to do
• Allows the teacher to gather an accurate snapshot of pupil ability at each point of assessment
Green pen initiative• Using a green pen, pupils encouraged to reflect on
their work • Pupils engage in an ongoing dialogue with peers and
teacher on how to further improve work and make progress
• Green allows easy identification of reflections
Flexibility is the key• Ladders can be used for:– Individual lessons (as success criteria)– Interim formative assessments– Period reviews of learning– Summative (end of topic) assessments
• Embedded in the curriculum:– Teachers can modify lessons and future ladders
according to progress made by pupils• Can specifically focus on one aspect/step with
issues addressed by the whole class or individually
Inclusive
• Each ladder should offer the full range of steps to cater for the ability range of the group taught in the particular class
• Each step – fair but deliberately ambitious to maximise potential of all abilities
Quality control
• Accuracy of assessment judgements are moderated by experienced professionals across the learning community
• Ensures consistency of approach
Ladder checklist
• Is each ladder vertically arranged?• Does each step offer a short, discrete,
qualitative and concrete description of what a pupil is expected to know and be able to do?
• Does each step become progressively more challenging?
How to take forward a whole school approach
1. AgreementAgree assessment strategy at senior leadership & governor level 2. ConsultationConsult middle leaders and learning leaders (pupils)3. Develop through best practiceEstablish assessment working party to explore what is right for your school4. Introduce the concept whole schoolIntroduce new assessment model as an overarching concept5. Adopt & adaptAllow individual departments to take ownership and encourage creativity and individual approaches using a common language & framework
We hope you found this useful
• Exemplar material and templates are also available to download
• A full pack of exemplar materials across key stages 1 to 4 ready for September 2014
Useful links
• Bloom’s Taxonomy overviewhttp://en.wikipedia.org/wiki/Bloom's_taxonomy
• 14 brilliant Bloom’s Taxonomy postershttp://www.teachthought.com/learning/14-brilliant-blooms-taxonomy-posters-for-teachers/
• Report of the NAHT Commission on Assessmentwww.naht.org.uk/assets/assessment-commission-report.pdf