1. Assessing without levels through Learning Ladders
West Exe Technology College
Assessment Innovation Fund

2. Our position Newly formed Exeter Learning Trust (Jan 14)
Learning ladders used increasingly by our partner schools, key stages and subject areas
Our vision – consistent and joint approach to assessment
Common language for all to understand

3. We hope you find this useful
This presentation gives an overview of how our learning ladder system works
Exemplar material and templates are also available to download
A full pack of exemplar materials across key stages 1 to 4 ready for September 2014

4. Assessment for Progress
We are establishing a framework for and beyond to ensure that assessment genuinely supports progressive learning in all subjects
PROGRESS

5. …they are about making the wheel turn more smoothly and effectively.
Our philosophy
Changes to our assessment format and framework are not about reinventing the wheel…
…they are about making the wheel turn more smoothly and effectively.

6. Why is a change in the assessment process needed?
To ensure that assessment is consistently delivered across all and within subjects in a common format and framework
To ensure that assessment is based upon whole-school and subject-specific criteria
To ensure that assessment feeds directly into the school’s tracking system and that additional support is given to the correct pupils
To best support pupils’ progress, “enabling them to understand how well they are doing and what they need to do to improve.” (OFSTED)

7. How the format & framework changed for West Exe
Streamlining:
9 modular assessments to be replaced by 6 assessments per-year
(ie. 1 formally recorded assessment per half-term)
“Fewer assessments = More progress”

8. How the format & framework changed for West Exe
Grading:
Use of Bloom’s Revised Taxonomy to provide a coherent whole-school language / framework for assessment
KS3 levels to be ‘replaced’ by West Exe levels (designed and agreed by subject teams) which incorporate Bloom’s language
GCSE grade descriptors to incorporate Bloom’s language

9. Bloom’s Revised Taxonomy

10. Bloom’s Revised Taxonomy
plan, invent, design, develop, construct, compose
Progressive
assess, justify, prioritise, judge, decide, choose, recommend
compare, contrast, examine, investigate, categorise, classify, sort
use, complete, examine, illustrate, solve, apply
explain, compare, discuss, predict, outline, adapt
identify, name, describe, find, list, recall
Bloom’s Revised Taxonomy
Bloom’s action words

11. Interim formative assessments* Periodic reviews of learning*
Constructing ladders
Individual
‘Learning for progress’ ladders
‘Learning for progress’ overview ladder produced for
each subject area
(1x A4 page for each key stage)
Individual lessons*
(as success criteria)
Planning
*choose which individual ladder(s) to use depending on factors such as ability, topic, prior learning, position in module
and adapt as necessary
Interim formative assessments*
Use a common hierarchy of thinking skills based on Bloom’s Revised Taxonomy and Bloom’s action words
Periodic reviews of learning*
Summative (end of topic) assessments*
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
Identify assessment
common elements
eg. numeracy, literacy,
language, cross-curricular
Plan, invent, design, develop, construct, compose
Assess, justify, prioritise, judge, decide, choose, recommend
Compare, contrast, examine, investigate, categorise, classify, sort
Use, complete, examine, illustrate, solve, apply
Explain, compare, discuss, predict, outline, adapt
Identify, name, describe, find, list, recall

12. ‘Learning for Progress’ Subject Overviews*
One for each key stage
Common hierarchy of thinking skills based on Bloom’s Revised Taxonomy
progressive
Each ladder step descriptor has been adapted from legacy key stage level descriptors and GCSE grade descriptors
Bloom’s action words
Key linked to subject specific concepts and processes
within each ladder step
*Exemplar copies and templates
available to download as editable files

13. ‘Learning for Progress’ Individual Ladders*
Clarity of what is being assessed
One for each assessment
Steps on ladder ticked when met
Bloom’s action words
progressive
Concrete description of what a pupil is expected to know and be able to do with exemplification
Opportunities for self/peer/teacher reflection
Pupils make corrections & improvements in green pen to the work produced
*Exemplar copies and templates
available to download as editable files

14. How a learning ladder works
Pupils refer to higher steps of the ladder to identify
next steps for progression
(via self review, peer assessment, cooperative learning
or teacher led)
Parents/carers know next steps & therefore how to support progress
Opportunities to share snapshot with parents/carers through reporting, subject evenings, , text, online reporting,
school website
Pupils identify
current snapshot of progress
(via self review, peer assessment, cooperative learning
or teacher led)
Pupils choose the steps
to focus on
Teacher constructs learning ladder in planning stage ensuring steps are:
objective driven
short
discrete
qualitative
progressively challenging
concrete description of what a pupil is expected to know and be able to do
Teacher & pupils use ladders
as a basis for:
differentiated success criteria
interim formative assessments
periodic reviews of learning
summative assessments

15. Ladder steps Every step is objective driven by curriculum content
Each being a short, discrete, qualitative and concrete description of what a pupil is expected to know and be able to do
Allows the teacher to gather an accurate snapshot of pupil ability at each point of assessment

16. Green pen initiative
Using a green pen, pupils encouraged to reflect on their work
Pupils engage in an ongoing dialogue with peers and teacher on how to further improve work and make progress
Green allows easy identification of reflections

17. Flexibility is the key Ladders can be used for:
Individual lessons (as success criteria)
Interim formative assessments
Period reviews of learning
Summative (end of topic) assessments
Embedded in the curriculum:
Teachers can modify lessons and future ladders according to progress made by pupils
Can specifically focus on one aspect/step with issues addressed by the whole class or individually

18. Inclusive
Each ladder should offer the full range of steps to cater for the ability range of the group taught in the particular class
Each step – fair but deliberately ambitious to maximise potential of all abilities

19. Quality control
Accuracy of assessment judgements are moderated by experienced professionals across the learning community
Ensures consistency of approach

20. Ladder checklist Is each ladder vertically arranged?
Does each step offer a short, discrete, qualitative and concrete description of what a pupil is expected to know and be able to do?
Does each step become progressively more challenging?

21. How to take forward a whole school approach
1. Agreement Agree assessment strategy at senior leadership & governor level 2. Consultation Consult middle leaders and learning leaders (pupils) 3. Develop through best practice Establish assessment working party to explore what is right for your school 4. Introduce the concept whole school Introduce new assessment model as an overarching concept 5. Adopt & adapt Allow individual departments to take ownership and encourage creativity and individual approaches using a common language & framework

22. We hope you found this useful
Exemplar material and templates are also available to download
A full pack of exemplar materials across key stages 1 to 4 ready for September 2014

23. Useful links Bloom’s Taxonomy overview
14 brilliant Bloom’s Taxonomy posters
Report of the NAHT Commission on Assessment