Bottom up or top down? AFL and ECM and their implications for school improvement. AAIA Annual Conference 2006 A contribution from Ruth Sutton. Interesting ideas, pity about the title. What am I trying to do?
AAIA Annual Conference 2006
A contribution from Ruth Sutton
What am I trying to do?
Assessment for Learning: the confluence of a number of streams of thought and practice over the past twenty years and more:
2002 US federal legislation
“No Child Left Behind”
Strong and continued opposition from professional educators and researchers
Who could argue with this?
The ECM goal:
“Every child, whatever their background or their circumstances, will have the support they need to:
ECM themes for school improvement
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
Assessment Reform Group: 10 principles (2002)
Be part of effective planning
Focus on how students learn
Be central to classroom practice
Be a key professional skill
Be sensitive and constructive as any assessment has an emotional impact
Take account of the importance of learner motivation
Promote commitment to learning goals and a shared understanding of the criteria
Recognise the full range of achievement for all learners
Learners should receive constructive guidance about how to improve
AFL develops learners’ capacity for self-assessment so that they can become reflective and self-managingOnly connect…..
The work of Carol Dweck, published after the Black and Wiliam 1998 study was complete and therefore not included. Dylan Wiliam regards this work as central to the AFL canon
for Self Awareness
Locus of control
As close to self as possible
The government’s interpretation of AFL, now captured as part of ‘Personalised Learning’, has a different slant
Government’s interpretation of Assessment for Learning is really Assessment for Teaching, with the focus on gathering and using assessment data to plan teaching
Fine as far as it goes, BUT it does not include the student-centred elements that most strongly connect AFL with ECM
Is this enough to warrant the fanfares? Does the Emperor actually have any clothes?
‘Practice, feedback, practice’
Big, important, agreed goals
Small steps and continual feedback
Collegial support and accountability
Recognition of success
To the tune of ‘Frere Jacques’, in four parts