Assessment and Moderation CPD Breadth, Challenge and Application

1. Assessment and Moderation CPDBreadth, Challenge and Application

2. Aims • Recap on the National Guidance • Revisit and clarify Angus Moderation Proposals • Develop understanding of the 3 aspects of assessment • Share understanding of the 3 aspects of assessment through professional discussion

3. National Guidance The BtC 5 documents • A Framework for Assessment: Jan 2010 • Executive Summary: Jan 2010 • Quality Assurance & Moderation: Jan 2010 • BtC5 Summary: May 2010 • Assessment Reporting: Jun 2010 • Understanding, Applying & Sharing Standards: Oct 2010 • Recognising Achievement, Profiling and Reporting: Dec 2010

4. Key messages from BtC5 • What do we assess? • Knowledge and understanding • Skills • Attributes and capabilities • Why do we assess? • To support the learning process • To promote learner engagement • To determine the nature of the support required by individual learners • When do we assess? • Routinely as part of the ongoing learning and teaching process • From time to time • At transitions • How do we assess? • By using a variety of approaches and a range of evidence to demonstrate individuals learning • By planning assessment activities which are fit for purpose, reliable and proportionate • By working together to gather as much information as possible about learner’s achievements, strengths and next steps

5. Key Messages from BtC 5 Key features of assessment • Breadth • achieving across many outcomes but also….. • being able to make connections between them • Challenge • depth and sophistication of understanding • requires learners to be able to show more than the acquisition of knowledge • Application • equipping learners to apply knowledge and skills in unfamiliar contexts, including beyond the classroom

6. Key messages from BtC5 Quality assurance and moderation, identifies the principles that underpin approaches to understanding, applying and sharing standards in assessment: • opportunities to collaborate • ensure learning, teaching and assessment are planned in a coherent way • fit for purpose and proportionate manageable • promote capacity building in assessment expertise and professional learning

7. Planning Range of opportunities for collegiate planning Types of planning –long, medium and short term Types of planning – subject/interdisciplinary Use of the 7 principles of Curriculum Design Identification of Experiences and Outcomes Involvement of pupils in planning process Use of the repacked outcomes in planning Learning and Teaching Approaches Range of experiences planned for Identification of learning intentions and success criteria Account taken of prior learning Range of active learning approaches being used Use of structured play in the early years Use of co-operative learning Use of AiFL Linking of learning across the curriculum Identification of next steps Differentiation Tracking Use of broad general education overview sheets How well feedback and next steps are built upon Skills development Evidence and Reporting Range of evidence across what pupils say, do, write and produce Outcomes of work produced by pupils against learning intentions and success criteria Types of feedback given and conclusions drawn by teachers Teacher identification of next steps Rigorousness of peer and self feedback against success criteria Retention of evidence – proportionate approach and manageability Evidence of application of knowledge and skills outwith context in which it was learned Use of pupil folios/learning logs Use of learning walls Oral feedback to parents – timing and methods Written feedback to parents – timing and formats Pupil involvement in reporting process Methods of reporting at transitions Areas for consideration

8. BtC 5 Key ideas and priorities

9. Variety of approaches: say; write; make; do say make write do It is essential that staff use evidence of learning from a range of contexts to check how a learner is progressing and that learning is secure. The evidence will be different depending upon the kind of learning being assessed, the learning activity and learners’ preferences about how to show what they have learned. Evidence will come from day-to-day learning as well as from specific assessment tasks, activities, tests and examinations. BtC 5 pg. 26 In your group, each using a different coloured pen, create a graffiti board. Jot down the types of evidence that we gather, reflect on and evaluate to check how a learner is progressing and that learning is secure?

10. Creating Evaluating Analysing Applying Understanding Remembering Challenge Challenge reflects the inherent demand within a learning activity and relates directly to skills for learning (‘higher order thinking skills’). Tasks that require only simple recall as opposed to application and analysis of learning are unlikely to offer higher challenge. Additionally, the level of challenge in a task is influenced by how learning takes place and the extent of teacher or peer support. • Blooms/Anderson’s Taxonomy – Higher Order Thinking Skills will be the key discriminator. • Reflects both the sophistication and demand of the task set. • Tool to evaluate the challenge set within planned assessment activities/Tasks. • Learners need opportunities to develop the range of skills from lower order to all the way through to higher order. • Within each skill there is a spectrum of challenge. • Differentiation will alter the level of challenge planned.

11. Evaluating Challenge Creating Creating Activity 2 • Using the cards provided decide which 4 of the skills for learning your group would like to focus on. • Write a brief description of an activity on the back of the 4 cards matching to the learning skill selected. Analysing Applying Understanding Remembering

12. Creating Evaluating Analysing Applying Understanding Remembering Challenge Pass your cards on to the next group. They will read your activity cards and try to place them on the triangle (without cheating!) Use your ‘gut’ instinct first and then review using the swatches provided

13. Misconceptions producing material = creating two stars and a wish = evaluating remembering offers no challenge thinking skills have to be taught one after the other learners should be using only the high order thinking skills Creating Occasionally Evaluating Analysing Often Applying Understanding Everyday Remembering

14. 3.Focus on breadth, challenge and application Breadth addresses coverage across a range of experiences and outcomes and how the learning between them is linked. Activity 3 – Think about a lesson that involves breadth across learning. Discuss what this might- • Sound like • Look like • Feel like • Teacher/pupil, pupil/pupil dialogue linking learning by looking back as well as forward • Building on previous knowledge and understanding, skills, attributes and capabilities • Demonstrating their knowledge and understanding, skills, attributes and capabilities • Interdisciplinary learning • Broad focus • Challenging and enjoyable • Realistic/relevant • Transferable skills

15. Breadth Activity 4 • Using the example cards given and the PMI structure provided consider • How well do these E’s & O’s link together? Does the learning planned allow for breadth of learning and for the learners to demonstrate their learning in relation to the selected E’s and O’s ?

16. Misconceptions breadth must involve Es and Os from other curricular areas all assessment activities/task must involve breadth of learning the more Es and Os the better breadth across learning is like the ‘old’ topic webs breadth across learning can only be delivered in secondary schools through interdisciplinary projects

17. Application Application relates to the context for learning and addresses the gradual progression from simple, well defined remembering and understanding activities in familiar situations to more open ended evaluating and creating activities in novel contexts.

18. 3.Focus on breadth, challenge and application Activity 5 • In your group of 4, look at the Experience and Outcome and select a piece of intended learning. • Plan a familiar context that you would use to introduce, develop and assess this learning. • Plan an unfamiliar context that you would to assess the learners’ ability to apply this learning.

19. Misconceptions we only collect assessment evidence from unfamiliar/novel contexts all learning must be assessed in the unfamiliar/novel contexts

20. Interdisciplinary / project based Broad focus linking learning Extended / bite size Pupil / pupil reflective dialogue Unfamiliar context Collaborative HIGH Creating Evaluating Analysing Applying Subject / curriculum area based Narrow focus Brief / bite size Teacher / pupil dialogue Familiar context Individual Understanding Remembering LOW HIGH LOW ABC Relationship/Interdependence Time invested (sophistication) Learning activities Frequency

21. Intended as a CPD tool in planning/analysing/moderating • Not intended for use in planning all assessments but as an interim step to help develop consistency • Focused on the key aspects of breadth, challenge and application as the key discriminators BCA Moderation Tool

22. In conclusion… Assessment is part of the process of directing learning and teaching towards outcomes through enriched experiences and need to be planned as such. We need to design effective discussions, tasks and activities that elicit high quality evidence. Assessment must be proportionate and manageable and arrangements should not place excessive burdens upon either learners or teachers which diverts time and effort from learning and teaching!