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Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource Scottish Learning Festival September 2014.

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Presentation on theme: "Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource Scottish Learning Festival September 2014."— Presentation transcript:

1 Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource Scottish Learning Festival September 2014

2 Transforming lives through learning Overview of the seminar  Purpose of the professional learning resource  Overview of available resources  Overarching Paper – a generic resource  Additional CLPL workshops

3 Transforming lives through learning professional practice in assessing progress and achievement of a level within the broad general education progression in the significant aspects of learning in each curriculum area quality assurance and moderation activities and approaches to managing assessment Purpose of the Professional Learning Resource To support

4 Transforming lives through learning Education Scotland Inspection Advice Note The curriculum Theme 3: Programmes and Courses At all stages, staff are planning coherent programmes and courses ensuring depth and breadth in learning and embedding assessment, including reporting on progress and achievement of levels. They are planning for appropriate progression through breadth, challenge and application in learning and further developing realistic and manageable approaches to assessing progress and achievement across all curriculum areas at early to fourth curriculum levels.

5 Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource Overview of resources

6 Transforming lives through learning

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10 Suite of Resources

11 Transforming lives through learning Overarching Paper Introduction How should I Plan for Assessment? What are Significant Aspects of Learning? What Does Progression Look Like? Breadth, Challenge and Application How Do I Make Holistic Judgements About Achieving a level? How Can We Monitor and Track Progress? Responsibility of All

12 Transforming lives through learning Curriculum Papers A description of the significant aspects of learning within that area of the curriculum Information on planning for progression through curriculum levels, using breadth challenge and application An outline of what breadth, challenge and application look like within the area of the curriculum

13 Transforming lives through learning Progression Frameworks Describes progression within the significant aspects of learning Identifies for each level a body of knowledge and understanding and related skills, as detailed in the experiences and outcomes

14 Transforming lives through learning Annotated exemplification

15 Transforming lives through learning Monitoring and Tracking Paper

16 Transforming lives through learning Suite of Resources

17 Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource: Overarching Paper

18 Transforming lives through learning Assessing Progress and Achievement Overarching Paper Introduction How Should I Plan for Assessment? What are Significant Aspects of Learning? What does Progression Look Like? Breadth, Challenge and Application How Do I Make Holistic Judgements About Achieving a Level? How Can We Monitor and Track Progress? Responsibility of All

19 Transforming lives through learning

20 How Should I Plan for Assessment?

21 Transforming lives through learning What are Significant Aspects of Learning? Within the context of assessing progress and achievement in the Broad General Education, the significant aspects of learning bring together a coherent body of knowledge and understanding and related skills as detailed within the experiences and outcomes. These significant aspects of learning refer to the core learning against which learners’ progress can be compared periodically.

22 Transforming lives through learning SALs share a number of key features: Each:  brings together a coherent body of knowledge and understanding and related skills, as detailed in the experiences and outcomes  is common to all levels from early to fourth  supports the practice of holistic (‘best fit’) assessment  can be effectively used to inform assessment of progression within a level and achievement of a level  can be readily used to plan further progression within a level and from one level to the next.

23 Transforming lives through learning What are Significant Aspects of Learning? Social Studies: Using and applying skills in creating and using models, maps and graphical representation of information. Health and Wellbeing: Substance Misuse Learners understand the use and misuse of various substances. They understand the impact of risk-taking behaviour on their life choices. They make informed personal choices which promote a healthy lifestyle. Religion and Moral Education: developing skills and attributes to make well-judged moral and ethical decisions and to justify personal beliefs and values Expressive Arts: Show they can perform and present for different audiences and be part of an audience for others.

24 Transforming lives through learning What Does Progression Look Like? Progression in learning requires that learners have opportunities to develop across a range of context in : NEXTT

25 Transforming lives through learning Numeracy: Use an increasing range of mathematical tools Literacy: Develop critical literacy in a wide range of contexts Expressive Arts: Demonstrating Increasing skills and confidence in presentations and performances in familiar and routine contexts The Sciences: Using a wide range of scientific language, formulae and equations in descriptions and explanations of scientific concepts Increasing number of Es and Os Learners have achieved a breadth of learning across the experiences and outcomes for a significant aspect of learning: BACK

26 Transforming lives through learning Learners can respond to the level of challenge set out in these Es&Os and are moving forward to more challenging learning: Numeracy and mathematics: Work with open ended questions and tasks Literacy: Length and complexity of text and task Expressive Arts: Showing increasing detail, complexity and accuracy of responses to stimuli. The Sciences: Demonstrate understanding of increasingly complex scientific contexts and concepts. Developing HOTS Increasing independence BACK

27 Transforming lives through learning Learners can apply what they have learned in new and unfamiliar situations: Use scientific skills, knowledge and understanding to think creatively and critically. The ability to use their knowledge of Social Studies to participate in today’s society Use numeracy and mathematical skills in other curriculum areas Apply literacy skills across curricular areas and in real and meaningful contexts Demonstrate and appreciation and understanding of cultural identity BACK

28 Transforming lives through learning Curriculum Paper: Food and Health SAL 1: knowledge and understanding of a healthy diet and making informed decisions in order to improve mental, emotional, social and physical wellbeing.

29 Transforming lives through learning What Does Progression Look Like? HWB 3-34a: Having explored a range of issues which may affect food choice. I can discuss how this could impact on the individual’s health. HWB 3-36a: Using my knowledge of nutrition and current healthy eating advice, I can evaluate the information on food packaging, enabling me to make informed choices when preparing and cooking healthy dishes LIT 3-06a: I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order and use suitable vocabulary to communicate effectively with my audience. LIT 3.25a: I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, generate and develop ideas or create original text.

30 Transforming lives through learning The Progression Framework: Taking a Closer Look…

31 Transforming lives through learning What does it look like?

32 Transforming lives through learning LEARNER A significant body of knowledge Use a range of skills effectively Respond consistently well to challenging learning experiences Apply their learning in new and unfamiliar contexts PRACTITIONER Range of evidence Breadth, challenge and application Holistic, not tick box Recognition of progress at different rates How Do I Make Holistic Judgements About Achieving a Level?

33 Transforming lives through learning How Can We Monitor and Track Progress? QA & Moderation Planned learning Learner Bundles of Es and Os, take account of SALs and refer to the progression framework statements. Evidence Range of appropriate evidence Professional dialogue that ensures judgements are reliable and valid Learners actively engaged in all parts of their learning journey.

34 Transforming lives through learning How Can We Monitor and Track Progress? Where do you find evidence of learning? planningwritten feedback summative assessment learning logs personal learning plans jotters peer assessmentself assessmentplenaryobservation practitioner feedback artefactsperformances learner conversations questioning Professional judgement

35 Transforming lives through learning Responsibility of All

36 Transforming lives through learning Assessing Progress and Achievement Professional Learning Resource: Career Long Professional Learning workshops

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39 Overarching paper Power point presentation and accompanying narration Workshop materials Structured approach for engaging with the paper Activity on breadth, challenge and application

40 Transforming lives through learning Curriculum area Workshop materials Structured approach for engaging with the curriculum paper What is breadth, challenge and application? Using the resource to understand, apply and share standards

41 Transforming lives through learning Using the resource to understand, apply and share standards

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45 Any questions?


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