1. Assessment for learning and e-assessment
Jon Williamson, Managing Director
i-nfer assessment ltd
Dr Marian Sainsbury, Deputy Head of Assessment NFER

2. We need to trust teacher assessment

3. Why trust teacher assessment?
Focus on raising standards
Provides evidence of progress
Moderating Teacher Assessment
....

4. Agenda The Changing Assessment Landscape
What does this mean for a school?
How can e-assessment support schools?

5. Personalisation and assessment
The assessment landscape has changed
Changes to NC testing
Increasing emphasis on Teacher Assessment
Increasing demand - utilise formative rather than summative assessment
Government push for Personalising Learning
Schools embracing Assessment for Learning
Assessment should have an impact inside the classroom
Looking 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

6. Assessment 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 learning
plan teaching based on progress data
explain learning objectives
questioning, discussion and feedback during teaching
peer and self assessment
review of learning

7. The Assessment for Learning Strategy (DCSF, 2008)
Every child knows how they are doing and what they need to do to improve
Every teacher is equipped to make well-founded judgements
Every school has in place structured and systematic assessment systems
Every 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.

8. Three (interlinked) phases of assessment
Day to day / close up
Periodic / standing back
Transitional

9. Making Good Progress (DCSF, 2007)
Currently piloted in 10 local authorities
Likely to replace current end-of-key-stage tests
Single level tests to be taken when ready
‘When ready’ means based on sound teacher assessment

10. Assessment
for Learning
Strategy
Making
Good Progress
Pilot
Assessing
Pupils’ Progress
(APP)

11. Assessing Pupils’ Progress
Structured approach to teacher assessment
Tracking pupils’ progress by level and sub-level
Criteria structured by assessment focuses
Under Development
Out Now
Reading, Writing and Mathematics, KS1- KS3
Science and ICT KS3
Speaking and Listening KS1-KS3
Foundation Subjects KS3
Science KS1 and KS2

12. Assessment for Learning Strategy Roll Out
Year 1 (2008–2009)
Supply tools to review AfL practice
Introduce and train schools in APP
Communicate the characteristics of NC levels
Get senior leaders buy in
Supply resources that will develop good assessment practice
Identify strong schools
Year 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.

13. Agenda The Changing Assessment Landscape
What does this mean for a school?
How can e-assessment support schools?

14. Reading Maths Strategies Basic understanding Inference
Assessment focuses
Reading
Strategies
Basic understanding
Inference
Structure and presentation
Language features
Author’s intention
Literary tradition
Maths
Numbers and the number system
Fractions, decimals
Number operations
Properties of shape
Measures
Interpreting data …

15. APP assessment guidelines

16. The APP process

17. How to make a levelling judgement
Making Assessment Focus Judgments
look at the evidence in relation to the criteria and highlight those that have been met
decide whether the higher or the lower level has been achieved
Making an overall level judgement
Check 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 Judgement
Finally, check the overall judgement by comparing the evidence with the relevant standards files.

18. Potential APP issues
Validity
Reliability
Manageability
Impact

19. Agenda The Changing Assessment Landscape
What does this mean for a school?
How can e-assessment support schools?

20. Childspeak profiles
Well 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.

21. The challenges
Jon – where are the questions?

22. Reporting demonstration
Jon – this needs to be a canned demo, of a few screen shots

23. Adam’s story

24. Agenda The Changing Assessment Landscape
What does this mean for a school?
How can e-assessment support schools?

25. i-nfer plan supports APP
Teachers can use i-nfer plan levels to support their observations in the classroom
Teachers can focus on Afs identified by plan
Challenges are mapped to the curriculum
APP
i-nfer plan profiles suggest teaching and teaching groups
Regular use of plan will provide evidence by AFs

26. See i-nfer plan at stand M27
See i-nfer plan at stand M27
Lightbox Education