STEC CONFERENCE 2010

PARTNERSHIP IN ASSESSMENTFOR CURRICULUM FOR EXCELLENCE

BtC5: A Framework for Assessment

LEARNER

Informing self- evaluation for improvement

Reporting on progress and achievement

How we assess

Principles of assessment

What we assess

When we assess

Ensuring quality and confidence in assessment

Reflecting the values and

principles of CfE

BtC5: A framework for assessment

Assessment will • support learning that develops the knowledge,

understanding, skills and capabilities which contribute to the 4 capacities

• give assurance to parents, learners and others that young people are progressing in their learning and developing in line with expectations

• provide a summary of what learners have achieved, including through qualifications and awards

• contribute to planning the next stages of learning and help learners to progress to further education, higher education and employment

• inform future improvements in learning and teaching

Some key messages• Assessment practices will follow the new curriculum,

giving more autonomy and professional responsibility to teachers

• Standards and expectations will be defined in a way that reflects CfE, supporting greater breadth and depth in learning and focusing on skills development

• A national system of quality assurance and moderation for 3-18 will be developed to support teachers in achieving consistency and confidence in their professional judgements

• A national assessment resource will support professional practice in assessment

What do progress and achievement in CfE look like?

For learners to demonstrate that their progress is secure, they will need opportunities for: breadth of learning challenge within learning applying learning in new and unfamiliar situations

(Assessment for Curriculum for Excellence: Strategic Vision, Key Principles September 2009: page 2-3)

2nd

1st

3rd

4th

Early

BREADTH

CHALLENGE

APPLICATION

Trusting Teachers’ Judgements

In order to make sound professional judgements staff will need to:

•gather a wide range of evidence of progress and achievement (increase validity)

•share standards through dialogue and discussion (increase reliability)

•reflect on the implications for learning and teaching, reporting and planning for improvement (consider impact on learners and learning)

say write make do

• in response to the whole range of learning experiences• from across contexts and settings

The assessment process will involve all partners in• gathering and consideration of evidence by adults and

learners • using agreed criteria to arrive at judgements about what

has been learned and how well, and what needs to be done next

Evidence of learners’ achievements may come from things that pupils

In summary... 3 R’s for assessment

Learning conversations in partnership to

Review the evidenceReflect on the evidence

Respond to the evidence

Partnership with and amongst learners• Putting the learner and learning at the centre• Giving learners responsibility for their own learning• Developing skills for learning, life and work

Review, reflect, respond: learners and staff together...• are clear about what is to be learned and what success would be

like• engage in high quality classroom interactions, based on thoughtful

questions, careful listening and reflective responses • identify and reflect on evidence of learning• provide and act on feedback about the learning• are involved in deciding next steps in learning and identifying who

can help

Partnership with parents (1)• Putting the learner and learning at the centre• Helping parents to support their children’s learning

Review, reflect, respond: learners and parents together• Children talk with their parents about what they are learning and

what success would be like• Parents help their children to identify and reflect on evidence of

their learning from experiences at school, at home and in the wider community

• Children talk with their parents about the feedback they are given, and take account in turn of feedback from their parents about their learning

• Children talk with their parents about what they need to do to improve their work, and how parents can help

Partnership with parents (2)• Valuing parents as partners in their children’s learning• Equipping parents to support their children’s learning

Review, reflect, respond: staff and parents together• Parents are fully informed about what their children are learning and

what success would be like• Staff take account of parents’ views and evidence about their

children’s learning, as well as evidence from school-based activities• Staff talk with parents to share their understanding of standards and

how judgments about their children’s achievements are made in the school

• Staff talk with parents about their children’s next steps in learning• Parents have opportunities to discuss the overall picture of

achievement in the school with staff and contribute their ideas about how the school might plan for improvement

Partnership amongst staff• Considering staff as learners in their own right• Involving all staff in the planning and improvement process• Sharing and using evidence and feedback from assessment across

establishments to plan learning

Review, reflect, respond: staff together...• talk regularly with colleagues about what is to be learned and what successful

learning would be like (thoughtful questions, careful listening, reflective responses)

• use a range of evidence from day-to-day activities to check on learners’ progress and plan next steps for all learners

• consider evidence of learning and feedback from across contexts and settings• talk and work together to share their expectations and understanding of standards,

in and across establishments in their authority

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

Partnership in the education community• Evidence-based policy-making• Joining up research, policy and practice

Review, reflect, respond: all partners in learning• are clear about what good learning looks like (in the context of CfE) and how

assessment can support learning in classrooms• use a range of information and evidence from establishments in an informed

way, to monitor the quality of learning programmes and support improvement planning

• talk and work together to share evidence, expectations and standards in learning and achievement, within and across local authorities and across Scotland as a whole

Partnership in the wider community• Acknowledging that everyone has a stake in, and responsibility

for, valuing young people’s learning and achievements• Creating a more successful country, with opportunities for all of

Scotland to flourish, through increasing sustainable economic growth

Review, reflect, respond: all partners in learning...• are clear about the kinds of knowledge, understanding, skills and attributes that

are valued in CfE, and what good learning looks like• actively seek opportunities to extend their understanding of curriculum, learning

and teaching and assessment for CfE through discussion & networking• talk and debate together to share expectations and standards in learning and

achievement• can identify a range of information and evidence about young people’s

achievements and use it to make well-supported evaluations and judgements about their learning as they progress into adulthood