Assessment in scotland assessment is for learning
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ASSESSMENT IN SCOTLAND : ‘ASSESSMENT IS FOR LEARNING’. Formative Assessment in a Coherent System. Examples of Classroom Action. Regular reinforcement of the idea that all can achieve in the subject Thinking time/open questions

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Assessment in scotland assessment is for learning
ASSESSMENT IN SCOTLAND:‘ASSESSMENT IS FOR LEARNING’

Formative Assessment

in a

Coherent System

SEED AifL


Examples of classroom action
Examples of Classroom Action

  • Regular reinforcement of the idea that all can achieve in the subject

  • Thinking time/open questions

  • Interpersonal & group skills via co-operative learning/ “jigsaws”

  • Think/pair/share; hot seating

SEED AifL


Examples of classroom action1
Examples of Classroom Action

  • Immediate comments feedback

  • Clear understanding of criteria in self- and peer- and teacher-assessment

  • Much oral feedback

  • “Traffic lights” self-assessment/individual discussion with teacher

SEED AifL


Examples of classroom action2
Examples of Classroom Action

  • Use of Mind Map format for self- and peer-assessment

  • Self-assessment and discussion with teacher re “Prelim” exam performance, commitment to work, etc

  • Misconceptions/mistakes/premature conclusions as growth points

SEED AifL


Assessment development programme assessment is for learning
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’

SEED AifL


Assessment is for learning the policy context
'ASSESSMENT IS FOR LEARNING‘The Policy Context

Key ideas:

  • Learner at the centre

  • Partnership in learning

  • Self-evaluation, reflection, professionalism

  • Evidence as feedback

SEED AifL


Assessment is for learning
‘ASSESSMENT IS FOR LEARNING’

CURRICULUM:

What is to be learned

LEARNING AND TEACHING:

How it is to be learned

Assessment AS Learning:

Learning how to learn

SELF-EVALUATION:

EVIDENCE AS FEEDBACK

Assessment OF Learning:

Gathering and interpreting

the evidence

Assessment FOR Learning:

Supporting classroom

learning and teaching

ASSESSMENT:

Knowing about learning

SEED AifL


Assessment is for learning evidence as feedback
‘ASSESSMENT IS FOR LEARNING’Evidence as Feedback

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

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

  • Monitor national attainment in a way that promotes good classroom practice

SEED AifL


Assessment is for learning assessment for learning
‘ASSESSMENT IS FOR LEARNING’Assessment FOR learning

Supporting classroom learning and teaching

  • Formative assessment

  • Gathering (and interpreting) evidence

  • Partnership with parents

  • Inclusion of pupils with Additional Support Needs

    ASG Focus 1: Formative Assessment

SEED AifL


Assessment is for learning assessment as learning
‘ASSESSMENT IS FOR LEARNING’Assessment AS learning

Learning how to learn

  • Formative assessment

  • Personal Learning Plans

  • Support for management of Personal Learning Plans

    ASG Focus 2: Personal Learning Planning

SEED AifL


Assessment is for learning assessment of learning
‘ASSESSMENT IS FOR LEARNING’Assessment OF learning

Gathering and interpreting evidence

  • Gathering and interpreting evidence

  • Local moderation

  • Assessment of Achievement Programme

  • New National Assessments (bank)

    ASG Focus 3: ‘Sharing the Standard’

SEED AifL


Assessment is for learning policy into practice
'ASSESSMENT IS FOR LEARNING‘Policy into practice

Build

informed

research

Create

informed

policy

Grow informed

communities of practice

SEED AifL


Assessment is for learning growing informed communities of practice
‘ASSESSMENT IS FOR LEARNING’Growing informed communities of practice

  • Projects based in schools (ASGs)

  • Partnership amongst stakeholders’ networks

  • Education authority action plans

  • Case studies as feedback, toolkit, website

  • AifL support strategy: DOs, HEIs, consultants

  • Concurrent evaluations

  • Newsletters

SEED AifL


Assessment in scotland
‘ASSESSMENT IS FOR LEARNING’Growing informed communities of practice:managing change in assessment practice

  • Give active support for projects

  • Engage with participants, negotiating practical steps, playing to teachers’ strengths

  • Acknowledge tensions between different assessment agendas, and discuss how they might be handled

  • Allow time for discussion, reading, thinking, engagement with ideas

  • Model good learning and create a good climate for learning in the school – acknowledge that everyone is learning

SEED AifL


Assessment is for learning1
Assessment is for Learning

Curriculum and Assessment 1 Nov 04

  • 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 data

  • Continuing support for schools and LAs - ‘using evidence as feedback’

SEED AifL