1 assessment: the scottish perspective ‘assessment is for learning’ carolyn hutchinson...

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1 ASSESSMENT: THE SCOTTISH PERSPECTIVE ‘Assessment is for Learning’ Carolyn Hutchinson Qualifications, Assessment and Curriculum Scottish Executive Education Department

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Page 1: 1 ASSESSMENT: THE SCOTTISH PERSPECTIVE ‘Assessment is for Learning’ Carolyn Hutchinson Qualifications, Assessment and Curriculum Scottish Executive Education

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ASSESSMENT: THE SCOTTISH PERSPECTIVE

‘Assessment is for Learning’

Carolyn HutchinsonQualifications, Assessment and

CurriculumScottish Executive Education Department

Page 2: 1 ASSESSMENT: THE SCOTTISH PERSPECTIVE ‘Assessment is for Learning’ Carolyn Hutchinson Qualifications, Assessment and Curriculum Scottish Executive Education

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ASSESSMENT DEVELOPMENT PROGRAMME: Looking back

ASSESSMENT REVIEW (1999) AND CONSULTATION (2000)

Evolution, not revolutionAssessment, not measurement should be the key concern

A common framework for record-keeping and reporting

Manageable change, properly resourced and supported

Improvements to National Testing processDue attention to research evidence

Page 3: 1 ASSESSMENT: THE SCOTTISH PERSPECTIVE ‘Assessment is for Learning’ Carolyn Hutchinson Qualifications, Assessment and Curriculum Scottish Executive Education

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ASSESSMENT DEVELOPMENT PROGRAMME:Looking back

Two main purposes for assessment: to support learning, provide feedback to

pupils, parents and other teachers, and identify next steps in learning

to provide information as a basis for monitoring and evaluating provision and attainment at school, education authority and national levels

These two purposes seen as being in tension with one another

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ASSESSMENT DEVEL0PMENT PROGRAMME

Why assess at all?

The purpose of assessment in education is to provide all stakeholders with sufficiently dependable information and feedback to inform judgements, choices and decisions about learning, and to inform planning for improvement

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ASSESSMENT DEVELOPMENT PROGRAMME:

‘ASSESSMENT IS FOR LEARNING’

‘To provide a streamlined and coherent system of assessment that will ensure that pupils, parents, teachers and other professionals have the feedback they need about pupils’ learning and development needs’

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‘ASSESSMENT IS FOR LEARNING’Evidence as Feedback

Develop professional practice and confidence in assessment, so teachers’ judgements are dependable (valid, reliable, comparable)

Quality assure teachers’ judgements locally and nationally, so standards are shared

Monitor national attainment in a way that promotes good classroom practice

10 linked development projects 2002-20043 linked strands of work 2004-2007

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'ASSESSMENT IS FOR LEARNING‘Policy into practice

Buildinformedresearch

Createinformedpolicy

Grow informedcommunities of practice

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'ASSESSMENT IS FOR LEARNING‘ Linked networks

Assessment Action Group and Programme Management Group

Local Authority Assessment Co-ordinators Associated Schools Groups LT Scotland and SQA Development Officers HEI representatives and evaluations Consultants ‘Open Space’ meetings

Page 9: 1 ASSESSMENT: THE SCOTTISH PERSPECTIVE ‘Assessment is for Learning’ Carolyn Hutchinson Qualifications, Assessment and Curriculum Scottish Executive Education

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'ASSESSMENT IS FOR LEARNING‘ Linked networks: professional

reflection

…self assessment…, far from being a luxury, is in fact an essential component of formative assessment. Where anyone is trying to learn, feedback about their efforts has three elements – the desired goal, the evidence about their present position, and some understanding of a way to close the gap between the two - Sadler, 1989

Page 10: 1 ASSESSMENT: THE SCOTTISH PERSPECTIVE ‘Assessment is for Learning’ Carolyn Hutchinson Qualifications, Assessment and Curriculum Scottish Executive Education

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'ASSESSMENT IS FOR LEARNING‘ Linked networks: professional

reflection

Peer evaluation: learning intentions For participants:

to gain insight into the range of questions which might be used to elicit the information needed to evaluate a report or a piece of work

to have an opportunity to practise peer- and self-evaluation after developing such insight

For the programme: to get advice on the kind of information to

include in project guidelines for ASGs in 2005-06

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'ASSESSMENT IS FOR LEARNING‘ Linked networks: professional

reflection

Peer evaluation: success criteria Participants will:

be clearer about the role of questioning in prompting critical reflection

have made use of enhanced questioning skills to prompt peer and self-evaluation

The AifL team will: have a better idea of the kind of advice new

ASG groups would find useful at the start of their project

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'ASSESSMENT IS FOR LEARNING‘ Linked networks: Self-

evaluation

Activities: individual reading and initial

impressions group discussion of issues arising group work – interrogating the reports feedback to whole group individual activity - self evaluation &

response pairs and trios – articulating

understanding

Page 13: 1 ASSESSMENT: THE SCOTTISH PERSPECTIVE ‘Assessment is for Learning’ Carolyn Hutchinson Qualifications, Assessment and Curriculum Scottish Executive Education

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'ASSESSMENT IS FOR LEARNING‘ The Policy Context 2000-2004

Key ideas:

Learner at the centre Partnership in learning Less assessment Self-evaluation,

reflection, professionalism

Evidence as feedback

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'ASSESSMENT IS FOR LEARNING‘ The Policy Context

Curriculum and Assessment 1 Nov 04‘Ambitious, Excellent Schools’

Education 3-18 High expectations, leadership, ambition More freedom for teachers and schools Greater choice and opportunity for pupils Better support for learning Tougher, intelligent accountabilities

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'ASSESSMENT IS FOR LEARNING‘ The Policy Context

Curriculum and Assessment 1 Nov 04‘A Curriculum for Excellence’

Successful learners: Enthusiasm, determination, open minds

Confident individuals Self-respect, well-being, values, ambition

Responsible citizens Respect for others, commitment to participate

Effective contributors Enterprising, resilient, self-reliant

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'ASSESSMENT IS FOR LEARNING‘ The Policy Context

Curriculum and Assessment 1 Nov 04‘Assessment, Testing and Reporting 3-18’

All schools part of AifL by 2007 Assessment bank developed and extended as tool

for teachers Local moderation to promote shared

understanding of standards Sample-based SSA to replace annual 5-14 survey

from 2005 Link national and international information Continuing support for schools and LAs - ‘using

evidence as feedback to inform improvment’

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Assessment is for Learning in a coherent national system of

assessment

Formative

Summative

Internal External

Formative assessmentPersonal learning planning

Involving learners, and parents and

other adults, in the learning process

Teachers’ judgements, with local moderation and (electronic) National

Assessments as part of quality assurance

Scottish Survey of AchievementP3, P5, P7, S2

National QualificationsInternational studies

HMIE inspections

LA collection and analysis of school’s information to inform

provision and improvement

HMIE feedback and subject/ quality/improving reports

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ASSESSMENT AS LEARNING

ASSESSMENT FORLEARNING

ASSESSMENTOF

LEARNING

What is an AifL School?

A Place Where Everyone is Learning Together

Curriculum Learning and Teaching

Assessment

Our pupils and staff help to set their own learning goals

Our pupils and staff practise self- and peer-assessment

Our pupils and staff identify and reflect on their own evidence of learning

Staff use a range of evidence from day-to-day activities to check on pupils’ progress

Staff talk and work together to share standards in and across

schools

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

Our pupils, staff and parents are clear about what is to be learned and what success would be like

Our pupils and staff are given timely feedback about the quality of their work and how to make it better

Our pupils and staff are fully involved in deciding next steps in their learning and identifying who can help

Our classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses

Using evidence as feedback

to informimprovement

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AifL-Assessment is for Learning 2005-2006

Empowering those at the chalkface Continued (level) funding for LAs and ASGs Renewed emphasis on teachers’ ownership

and involvement through ASG ‘action research’

Support from LTS development officers for teachers in ASG projects

Local area ASG networking meetings Universities – evaluation of impact and ITE LA field officers and moderators for SSA in

authorities to support ‘sharing the standard’ AifL triangle ‘toolkit’ pack for schools Website, case studies, newsletters

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Assessment is for Learning

www.ltscotland.org.uk/assess

[email protected]

www.scotland.gov.uk/publications