3Why trust teacher assessment? Focus on raising standardsProvides evidence of progressModerating Teacher Assessment....
4Agenda The Changing Assessment Landscape What does this mean for a school?How can e-assessment support schools?
5Personalisation and assessment The assessment landscape has changedChanges to NC testingIncreasing emphasis on Teacher AssessmentIncreasing demand - utilise formative rather than summative assessmentGovernment push for Personalising LearningSchools embracing Assessment for LearningAssessment should have an impact inside the classroomLooking at the policy context first. The launch of i-nfer plan coincides with a rapidly-changing landscape in assessment policy. The rigid structure of end of key stage testing is gradually giving way to a greater emphasis on progression, with thorough ongoing teacher assessment and the new single level tests.Alongside this, the practices of assessment for learning are taking hold in schools and have been given a central role in the government’s personalised learning agenda.There is now an overwhelming push for assessment to have an impact inside the classroom to support teaching and learning, alongside its established summative purposes.5
6Assessment for Learning AfL a central part of new personalisation policy (2020 Vision) and now the AfL Strategy (£150M of 3 years)Use of feedback from assessment to focus and enhance teaching and learningplan teaching based on progress dataexplain learning objectivesquestioning, discussion and feedback during teachingpeer and self assessmentreview of learning
7The Assessment for Learning Strategy (DCSF, 2008) Every child knows how they are doing and what they need to do to improveEvery teacher is equipped to make well-founded judgementsEvery school has in place structured and systematic assessment systemsEvery parent knows how their child is doing· Every· Every teachers equipped to make well-founded judgements about pupil attainment, understands the progression required and can forward plan· Every school has in places structured and systematic assessment systems of making regular, useful, manageable and accurate assessments of pupils and for tracking their progress.
8Three (interlinked) phases of assessment Day to day / close upPeriodic / standing backTransitional
9Making Good Progress (DCSF, 2007) Currently piloted in 10 local authoritiesLikely to replace current end-of-key-stage testsSingle level tests to be taken when ready‘When ready’ means based on sound teacher assessment
11Assessing Pupils’ Progress Structured approach to teacher assessmentTracking pupils’ progress by level and sub-levelCriteria structured by assessment focusesUnder DevelopmentOut NowReading, Writing and Mathematics, KS1- KS3Science and ICT KS3Speaking and Listening KS1-KS3Foundation Subjects KS3Science KS1 and KS2
12Assessment for Learning Strategy Roll Out Year 1 (2008–2009)Supply tools to review AfL practiceIntroduce and train schools in APPCommunicate the characteristics of NC levelsGet senior leaders buy inSupply resources that will develop good assessment practiceIdentify strong schoolsYear 2 ( )Support to schools directly which have not managed to establish APP;Draw on expertise of schools demonstrating good AfL practice;To ensure that schools have an SMT member responsible for developing assessment systems;Ensure that children understand what they need to do to progress through NC levels.Year 3 (2010–2011)Develop usage of AfL to support planning and improve teaching and learning;Ensure all schools have a senior staff member responsible for a strong and integrated Assessment policy;Ensure parents understand NC levels, and how they can help their children make progress.
13Agenda The Changing Assessment Landscape What does this mean for a school?How can e-assessment support schools?
14Reading Maths Strategies Basic understanding Inference Assessment focusesReadingStrategiesBasic understandingInferenceStructure and presentationLanguage featuresAuthor’s intentionLiterary traditionMathsNumbers and the number systemFractions, decimalsNumber operationsProperties of shapeMeasuresInterpreting data…
17How to make a levelling judgement Making Assessment Focus Judgmentslook at the evidence in relation to the criteria and highlight those that have been metdecide whether the higher or the lower level has been achievedMaking an overall level judgementCheck your AF judgements against the requirements for each level.Now finalise the overall level judgement by deciding whether the level is low, secure or high.Checking the overall Level JudgementFinally, check the overall judgement by comparing the evidence with the relevant standards files.
19Agenda The Changing Assessment Landscape What does this mean for a school?How can e-assessment support schools?
20Childspeak profilesWell done for completing the Reading Challenge. You are a Surface reader. Here are some of the things that the challenge showed about you as a reader:You understand the general plot of what you read and are beginning to notice what the characters are like.You work quickly through the questions, but you may not stop and think about your answers enough.Read the play again, or choose a different one, and discuss the characters with a friend explaining how you know what they are like.Look at some other plays and notice how they are different from stories.
24Agenda The Changing Assessment Landscape What does this mean for a school?How can e-assessment support schools?
25i-nfer plan supports APP Teachers can use i-nfer plan levels to support their observations in the classroomTeachers can focus on Afs identified by planChallenges are mapped to the curriculumAPPi-nfer plan profiles suggest teaching and teaching groupsRegular use of plan will provide evidence by AFs
26See i-nfer plan at stand M27 See i-nfer plan at stand M27Lightbox Education