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Presentation on theme: "Www.myrayoung.co.uk © Myra Young Assessment 2011. All rights reserved. Provided for the use of participants in AM circles in North Lanarkshire Council."— Presentation transcript:

1 © Myra Young Assessment All rights reserved. Provided for the use of participants in AM circles in North Lanarkshire Council with staff in their own establishments. Please do not use in any other way without permission.

2 Assessment and Moderation Circles North Lanarkshire Council Session 1 - October 2011

3 Why Assessment and Moderation ‘Circles’? CPD is often transmissive, focused on delivery Professional learning is participative, focused on transformation and change

4 ‘Deprived of a real understanding of both pedagogy and policy [teachers] are simply parroting the latest curriculum directives. Teachers in name, technicians in reality, emasculated servants of government policy.’ Revell (2005)

5 ‘[Teacher] learning is not a straightforward matter, any more than it is for students. It is not achieved simply by issuing them with ring-binders containing information and advice, showing examples of “best practice”, and reinforcing the messages through inspection.’ James and Pedder (2006)

6 What is involved? - The early sessions Session 1 Focusing on BtC5; linking with assessment research; identifying the ‘learning’ in the Es and Os; planning for learning and assessment Session 2 Examining understanding of moderation; focusing on planning in policy advice on moderation; peer reviewing plan for learning and assessment; checking that plans allow for ‘breadth, challenge and application in familiar and unfamiliar contexts’ Expectation of continuous learning through reflection & action!

7 What is involved? - The later sessions Session 3 Focusing on assessment to support learning; reviewing distinctive features of formative practice; peer reviewing evidence and agree formative feedback for learners; linking to narrative reporting Session 4 Focusing on assessment summing up learning; peer reviewing evidence; arriving at consistent professional judgements; agreeing feedback for teachers as peer evaluation for improvement.

8 Objectives of session 1 Supporting assessment and moderation through AM Circles in North Lanarkshire Council, by considering: the framework for assessment in BtC5 the links with empirical research evidence the focus for learning in CfE Es and Os a practical approach to planning for learning and assessment, and how to prepare for session 2

9 Reflecting the values and principles of CfE What we assess Principles of assessment Why we assess Informing self-evaluation for improvement When we assess Reporting on progress and achievement Ensuring quality and confidence in assessment How we assess The policy framework (BtC5, 2010: p. 10)

10 What does the word ‘assessment’ mean to you? From your own experience, how many different uses can you think of? Assessment

11 Assessment - a working definition ‘Assessment in the context of education involves deciding, collecting and making judgements about evidence relating to the goals of the learning being assessed.’ Harlen (2006)

12 Uses of assessment To build pupils’ understanding from day to day To provide information on achievements for others To hold individuals and institutions to account James (2009)

13 Uses of assessment in BtC5 To support learning that develops the knowledge, understanding, skills and capabilities which contribute to the four capacities To contribute to planning the next stages of learning and help learners to progress to further education, higher education and employment To give assurance to parents, learners and others that young people are progressing in their learning and developing in line with expectations To provide a summary of learning, including through qualifications and awards To inform future improvements in learning and teaching

14 ASSESSMENT AS LEARNING ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING What is an AifL School? Curriculum Learning and Teaching Assessment Our pupils and staff help to set their own learning goals Our pupils and staff practise self- and peer assessment Our pupils and staff identify and reflect on their own evidence of learning Staff use a range of evidence from day-to-day activities to check on pupils’ progress Staff talk and work together to share standards in and across schools Staff use assessment information to monitor their establishment’s provision and progress, and to plan for improvement Our pupils, staff and parents are clear about what is to be learned and what success would be like Our pupils and staff are given timely feedback about the quality of their work and how to make it better Our pupils and staff are fully involved in deciding next steps in their learning and identifying who can help Our classroom assessment involves high quality interactions based on thoughtful questions, careful listening and reflective responses Using evidence as feedback to inform improvement

15 Why we assess Supporting learning sharing learning intentions and success criteria high quality interactions and feedback Promoting learner engagement learner involvement in reflection, setting learning goals and next steps including through personal learning planning self and peer assessment Ensuring appropriate support to be fair and inclusive to enable learners to have the best chance of success

16 What we assess The extent to which each learner is developing the knowledge and understanding, skills, attributes and capabilities described in the experiences and outcomes.

17 Connect Extend Challenge Connect How does this with what I already know? How does this connect with what I already know? Extend How does this my thinking? How does this extend my thinking? Challenge What my thinking? What do I want to ? What challenges my thinking? What do I want to challenge?

18 A shared vocabulary What are the ‘values’ of CfE? What are the ‘principles’ of curriculum design? Why is it important to ensure assessment ‘reflects’ the values and principles of Curriculum for Excellence?

19 Other important terms broad general education formativeattributescapabilities evidencecriteriaexpectationsstandards reliabilityvaliditydependabilityproportionality levelsachievemententitlementsrange of evidence breadthchallengeapplicationmoderation developingconsolidatingsecuresummative

20 … and a common misunderstanding 1.Local authority QIO using schools' test results to plan in- service provision 2.Teachers doing item-by-item analysis of S2 maths tests to review the course taught 3.Students being tested every 10 weeks to predict which of them are 'on course' for a Standard Grade Credit pass 4.Students being tested three quarters of the way through a science unit 5.Students being questioned as they leave the class 6.Students being asked to hold up an answer on their mini- white boards.

21 What does this mean in practice? Formative/summative Tests can be used formatively Class-based assessment can be (serial) summative The terms describe how assessment information is used.

22 A false distinction ‘Formative and summative are not ‘labels’ for certain kinds of practice. No assessment is inherently formative or summative - it is the use to which assessment is put that determines the name we give it.’ Newton (2007)

23 Connect Extend Challenge Connect How does this with what I already know? How does this connect with what I already know? Extend How does this my thinking? How does this extend my thinking? Challenge What my thinking? What do I want to ? What challenges my thinking? What do I want to challenge?

24 When we assess as part of ongoing learning and teaching periodic (from time to time) at transitions

25 How we assess by using a variety of approaches, and a range of evidence to fit the kind of learning by making assessment fit for purpose, and appropriately valid, reliable and proportionate through partnership working

26 Policy assumptions for assessment of CfE Staff can identify the ‘learning’ in the Es and Os devise activities which both develop the learning and generate evidence of learning know what is meant by valid and reliable evaluate learning and progress using a range of evidence understand that assessment is a process, not an event

27 The reality? articulating learning intentions devising interesting activities giving ongoing formative feedback ?accurately interpreting the Es and Os ?gathering evidence which fits the learning purpose  devising criteria to evaluate the extent and quality of learning Traffic light your own level of confidence

28 Connect Extend Challenge Connect How does this with what I already know? How does this connect with what I already know? Extend How does this my thinking? How does this extend my thinking? Challenge What my thinking? What do I want to ? What challenges my thinking? What do I want to challenge?

29 Planning for valid assessment What is the learning purpose identified from the Es and Os? What evidence will demonstrate learning? What criteria will be used to evaluate the learning - how much and how well? What activities will develop the learning and provide evidence of learning?

30 The experiences are in the Es and Os TCH 1-12a I explore materials, tools and software to discover how I can use them to solve problems and construct 3D objects (which may have moving parts) TCH 1-13a During practical activities and design challenges, I can estimate and measure using appropriate instruments and units

31 … and the outcomes are there too! TCH 1-12a I explore materials, tools and software to discover how I can use them to solve problems and construct 3D objects (which may have moving parts) TCH 1-13a During practical activities and design challenges, I can estimate and measure using appropriate instruments and units

32 Distinguishing the learning outcome from the learning process SCN3-13a Using a microscope, I have developed my understanding of the structure and variety of cells and of their functions.

33 A real-life example of invalid assessment RME3-01b Through investigating and reflecting upon how Christians put their beliefs into action, I can reflect upon the consequences of putting my own beliefs into action.

34 A trial run… In pairs or trios: consider the Es and Os for drama - within any level. underline the words or phrases relating to the learning process. circle the words and phrases relating to the learning to be assessed.

35 Plan learning and assessment for … Example 1 SCN2-19a I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I can show an appreciation of a chemical reaction as being a change in which different materials are made. Example 2 SCN2-19a (above) with LIT2-10a I am developing confidence when engaged with others within and beyond my place of learning. I can communicate in a clear, expressive way and am learning to select and organise resources independently.

36 What evidence? Example 1 (‘show an appreciation …’) What evidence might be gathered? Example 2 (‘show an appreciation… with listening and talking) What evidence might be gathered?

37 What criteria? What criteria would allow you to evaluate pupils’: developing confidence when engaging with others ability to communicate clearly and expressively increasing independence when selecting and organising resources? What would a good one look like? ‘I can + a vague statement’ is not a criterion for evaluating evidence

38 Connect Extend Challenge Connect How does this with what I already know? How does this connect with what I already know? Extend How does this my thinking? How does this extend my thinking? Challenge What my thinking? What do I want to ? What challenges my thinking? What do I want to challenge?

39 Your task (1) consider your planned programme of work for next term select up to two Es and Os in any curriculum area + two related Es and Os from either literacy or numeracy identify the learning or skills development outline activities likely to develop the learning suggest appropriate evidence which can be drawn from these activities consider criteria for evaluating the evidence (what would a good one look like?)

40

41 Your task (2) In the evidence box, indicate: say, write, make, do evidence who will be responsible for evaluating the evidence: pupil, peer, teacher how the information will be used: formatively or summatively

42 AM Circles session 2 You will need your completed plan! We will discuss: existing conceptions of moderation policy advice on moderation We will moderate plans: ensuring activities likely to lead to learning and provide evidence of learning sharing expectations and agreeing robust criteria

43 References Gardner (ed.) (2005) Assessment and Learning Gardner et al (2007) Changing Assessment Practice: process, principles and standards Gardner et al (2010) Developing Teacher Assessment Harlen (2007) Assessment of Learning Mansell et al (2009) Assessment in Schools: fit for purpose? Revell (2005) The Professionals Scottish Government (2010) Building the Curriculum 5: a framework for assessment

44 Connect Extend Challenge Connect How does this with what I already know? How does this connect with what I already know? Extend How does this my thinking? How does this extend my thinking? Challenge What my thinking? What do I want to ? What challenges my thinking? What do I want to challenge?


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