1 assessment: the scottish perspective ‘assessment is for learning’ carolyn hutchinson...
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ASSESSMENT: THE SCOTTISH PERSPECTIVE
‘Assessment is for Learning’
Carolyn HutchinsonQualifications, Assessment and
CurriculumScottish Executive Education Department
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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
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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
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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
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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
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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
www.scotland.gov.uk/publications