accuracy in assessment; evidencing and tracking progress in teacher education bea noble-rogers
TRANSCRIPT
ACCURACY IN
ASSESSMENT;
EVIDENCIN
G AND T
RACKING
PROGRESS IN
TEACHER E
DUCATIO
N
B
EA
NO
BL E
- RO
GE
RS
Accuracy in Assessment ToolkitTracking Trainee’s Progress: ‘evidence bundles’
The Educate Project
WHY THE ACCURACY IN ASSESSMENT TOOLKIT? Address significant shifts in emphasis of teacher education
inspection: two years / three inspection frameworks Make explicit to all main features of assessment process
and protocol = consistency and accuracy Key elements of assessment at a glance, in one place Provide explicit grading criteria and expectations for
progress Can be used to ensure all trainees and partners understand
and can explain how accuracy in assessment is achieved and their role in that
Support teacher ed. providers in presenting a robust case to, especially inexperienced, inspectors
Flexible to local need: It can be adapted to fit individual partnerships or used essentially as is
Adaptable framework for future change Safety in numbers and avoid ‘wheel recreation’
THE KEY SHIFTS IN EMPHASIS
The quality of trainees’ teaching judged by impact on pupil progress and learning over time the context and content of their teaching, through sequences of
lessons; it should not be judged by performance in individual lessons, and using the full range of evidence available eg marking
performance against the Teachers’ Standards in full, the bulleted subheadings used to: track progress against the Standardsdetermine areas for additional developmentidentify strengths demonstrate any Grade 3 trainees ‘requiring improvement’ are
exceeding the minimum level of practice
Very explicit in inspections!!!!
THE KEY SHIFTS IN EMPHASIS
Strengthened expectations for Part Two of the Standards: fundamental British values, extremism, all bullying, professional conduct
Precise, developmental target setting Individual training plans and intervention Robust evidence of the accuracy of judgements All grades, targets, report comments, level of pupil
progress must be fully aligned Inspection Handbooks modify and extend the (future
proofed / immutable) Teachers’ Standards: assessment / unseen children / behaviour /FBV
Raised expectations
THE HEART OF THE SYSTEM
Identify evidence of pupils’ progress over time
What difference
has teaching made? Why?
Identify of strength
and areas for
development for the trainee
Map to TS grade
descriptors to identify quality of teaching
Review and
identify precise
short and longer term
targets
THE PRINCIPLES
a vision for the development of outstanding teachers which places the pupil at the heart of teacher education
a framework for assessing the quality of trainees’ teaching starting with impact on pupils’ progress which informs ongoing achievement and final attainment
the essential resources to support trainees and their tutors/mentors in recording and evidencing progress and setting appropriate long and short term targets
assessments reflect the quality of trainees’ teaching overall and the interrelatedness of the Standards enabling pupil progress
an unambiguous shared language for discussing the progress of, and expectations for, trainees
CONTENTS
Assessing trainees: important considerations
Grading rationale
Annual assessment process at a glance: an example
Expected outcomes and progress though training
Accuracy in grading: the alignment of grades, progress, comments and targets
Guidance for the weekly meetings: reviewing progress and assessment
Cause for concern procedure
Target setting and achieving targets
Teachers’ Standards, Part One: Teaching grade descriptors - guidance notes
Teachers’ Standards, Part One: Teaching grade descriptors
Teachers’ Standards, Part Two: Personal and professional conduct
IMPACT ACROSS A TEACHER ED. PARTNERSHIP At a glance processes and procedures from
observation to assessment understood and used by all
Mentors, trainees and link tutors understanding and using the language of progress
Collaboration over training : trainees taking responsibility for their progress and their pupils’ progress
Trainees able to pin point their own needs, working with their mentors – individualized training
Secure evidence of progress towards exceeding the Standards overall, individual standards and pupils’ progress
TRACKING TRAINEE PROGRESS - YOU NEED TO:
Accurately track data of individual’s, sub groups’, full cohort’s progress
Explicitly use this to inform on going self evaluation and improvement planning and intervention for cohort overall and groups of trainees
Clearly rationalise approach for trainees and mentors, clear purpose and fit for purpose
TRACKING PROGRESS AND EVIDENCE OF PROGRESS
Currently often cumbersome - masses of evidence
collection against each Standard Clarity of purpose, expectations and intended
impact on outcomes and progress unclear Step change
from evidence collection to reflecting on and analysing quality of teaching and learning
From their ‘performance’ to their pupils’ progress
from ‘getting’ Teachers’ Standards to recognising how Teachers’ Standards work together
from whole class progress to progress and learning of groups of learners overtime
TRACKING TRAINEE PROGRESS • Observations: evidence of pupil progress and learning
overtime, trainee strengths areas for development impacting on pupil progress
• Weekly meetings: evidence pupil progress and learning overtime, progress v targets, map new and revised targets and key strengths against TSs’
• Interim reviews: evidence of impact on groups of learners; review targets and progress against TSs’ overall
• Summative reviews: evidence bundle; groups of learners; progress against the TSs’; strengths and targets for next stage
EVIDENCE BUNDLES
Evidence bundles are used to demonstrate: progress made by pupils overall and by
groups of pupils quality of trainee’s teaching overall how trainees’ skills against each
Standard has enabled them to impact on pupil progress
how strong their teaching is in each of the Standards
areas for targets for further development
EVIDENCE BUNDLES PROCESS
Trainee with mentor identifies strong sequence of lessons re pupil progress overtime (or sequences)
Pull together a ‘bundle’ of evidence relating to this: assessments, photographs, marking, plans, observations, evaluations, weekly review forms etc.
Bundle analysed and annotated to identify evidence of impact on the progress of different
groupsevidence progress against each of the TSs’
Trainee writes analytic evidence-based commentary of their progress since their previous review; including impact of training
THE EDUCATE PROJECT: ONLINE RESOURCE FOR T. ED Currently
No online bespoke systems in UK for moving from trainee assessment to improvement planning
Existing systems cumbersome and not fit for purpose
Too much time consuming manual data populationToo often handed to ‘data’ experts with tutors losing ownership
Limited scope for trainees to reflect
WE ARE BUILDING
Simple, fully automated and intuitive systemTrainees, mentors and assessorsGeneric model with bespoke solutionsGuidance, frameworks, proformas for: assessment, self evaluation and improvement planning
Automatically track progress from report formsAlert user to atypical issuesCrunch numbers and generate chartsPopulate self evaluation proforma with relevant dataAnd ……..?
AT A GLANCE
Assessment Tracking Data
processingSelf
evaluationImprovement planning