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Assessment in the context of Curriculum for Excellence (3-15) - Update

Assessment in the context of Curriculum for Excellence (3-15) - Update. Purposes of this session:. To update on where we are now in terms of assessment (3-15) in the context of Curriculum for Excellence .

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Assessment in the context of Curriculum for Excellence (3-15) - Update

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  1. Assessment in the context of Curriculum for Excellence(3-15) - Update

  2. Purposes of this session: • To update on where we are now in terms of assessment (3-15) in the context of Curriculum for Excellence. • To extend your familiarity with advice and resources (focusing specifically on the NAR) to support assessment (3-15) in the context of Curriculum for Excellence • To update you on NAR 1 and progress of NAR 2

  3. Publication of new BtC5 Assessment/Summary docs– key ideas and priorities Recordings and workshop materials from BtC 5 launches now on Glow (NATIONAL ASSESSMENT GLOW GROUP) Series of network meetings set up by LTS to support practitioners with BtC5 and NAR NAR 1 Projects completed: early exemplars of assessment for CfE reviewed (some quality marked) by NQAG NAR evaluation questionnaires collated and recently analysed LTS / NAR Support/ CPD Materials Assessment in CfE: The Story so far...

  4. The Story so far... • Authority Inset Days – review , reflect, respond • Launch of NAR at SLF September 2010 • BtC5 – Reporting Guidance: support event planned for EAs/practitioners (3 separate venues) • BtC 5 – Understanding, applying and sharing standards in assessment for CfE Document • National/local moderation : Consideration of approaches: - EA Forum (29th Oct’10)

  5. Supporting Assessment in CfE

  6. What is the NAR?The NAR will provide: • Support for assessment in the context of CfE, NQ and national monitoring (SSLN) arrangements • Examples of assessment approaches and evidence relating to experiences and outcomes across curriculum areas, stages and levels • Examples and guidance for CPD in assessment • Initial focus was on literacy, numeracy and health & wellbeing across learning, next phase - curriculum • Opportunities for professionals to design examples of assessment and to contribute to the NAR • In time, opportunities for pupils to engage in peer- and self-assessment

  7. What is expected from establishments involved in developing these exemplars? • Make the links – curriculum, learning and teaching and assessment • Work collaboratively to explore the Es and Os • Create relevant assessments and worked examples. • Share standards and expectations through regular opportunities for professional dialogue and discussion – moderation • Continue to build confidence in their professional judgements • Share their assessment exemplars – NAR – Review, Reflect and Respond – practitioners can download and adapt to their local settings

  8. ACCESSING THE NAR

  9. NAR PHASE 1

  10. Learning and Teaching Scotland

  11. What’s NEXT? - Nar C 2 • Involving almost all EAs • Timescale – 35 schools Aug – Dec 2010 • 35 schools Nov- March 2011 • Curriculum focus – all 8 areas • Focus on levels 2,3,and 4 • Focus on key transition points • Assessment evidence will reflect the standards and expectations set out in Es and Os selected from curriculum areas. • Key driver for the NAR – practitioners producing materials and sharing practice

  12. NAR C 2 (Tranche 1): Modern Languages • 2nd Level Listening and Talking – West Dunbartonshire (Gavinburn P.S.) • 3rd Level Reading – Highlands Council (Kingussie H. S.) • 4th Level Writing – Edinburgh City (Balerno H.S.)

  13. NAR C 2 (Tranche 2): Modern Languages • 2nd Level Writing – East Ayrshire • 3rd Level Listening and Talking –South Lanarkshire and Orkney • 4th Level Reading– East Dunbartonshire

  14. The Assessment Process: • planning the learning • gathering and reviewing the evidence • reflecting on what the evidence tells you • responding by giving feedback and suggesting next steps in learning

  15. Consistent judgments Discussions about: • designing appropriate activities that allow learners to work towards selected outcomes and experiences • providing opportunities for learners to show what they know and can do • evaluating evidence with reference to agreed learning intentions and success criteria (‘how much’ and ‘how well’) • using the information from moderation to plan next steps in learning • recording and reporting on learning using the evidence and annotations

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