1. Raising standards, improving lives The use of assessment to improve learning: the evidence 15 September Jacqueline White HMI National Adviser for Assessment and Testing

2. The questions  What does inspection evidence tells us about the relationship between assessment, learning and achievement?  What makes the difference between effective and ineffective assessment practice?

3. Raising standards, improving lives The purposes of assessment: optimise the effectiveness of pupils’ learning and teachers’ teaching hold individual schools accountable for their performance provide parents with information about their child’s progress provide reliable information about national standards over time.

4. Inspection evidence  Inspection evidence continues to provide very clear and precise evidence of the components of good teaching:  the application of good subject knowledge  clear direction and good lesson structure that provide the right pace and high expectations for all learners  skilful questioning and opportunities for independent and exploratory learning to develop learners’ understanding  the effective use of assessment for learning.

5. Assessment for learning  Assessment for learning is formative; it takes place continually in the classroom and is a focused joint activity between the teacher and the learner.  Its purpose is to close gaps in learners’ understanding and to support them to make progress to the next stage of learning.  The role of the teacher is to use all the information available to assess how learners are progressing, support them to assess their own work and adjust the teaching in the light of the information gained from the assessment.

6. Characteristics of effective assessment for learning  Early and accurate diagnosis of a learner’s needs and abilities  Clarity about how and what pupils learn  Careful planning that uses information from assessment to set objectives which are appropriate to pupils’ understanding and attainment  Teaching which is adapted to learners’ needs, not just occasionally but on a continual basis  Revisiting and reinforcing learning objectives at key points in the lesson and skilfully drawing learning together  Detailed and constructive marking of written work that makes learners aware of what they have achieved, what they need to do to improve and how to go about it  Sharing assessment and learning goals with the learners to enable effective self-assessment to take place

7. Survey reports highlight how assessment makes a difference  Twelve outstanding special schools - Excelling through inclusion (2009) ‘Teachers have exceptional expertise in assessing progress and recognising the smallest steps as well as large jumps in learning, and in using assessment to guide teaching directly.’  Twenty outstanding primary schools - Excelling against the odds (2009) ‘High quality planning, assessment and targeted intervention enable all children to achieve the best they can.’  Twelve outstanding secondary schools - Excelling against the odds (2009) ‘Assessment and target-setting data are used to motivate students through engaging them in the formative assessment and target-setting process, ensuring that they have very clear information about how well they are doing and what they need to do to improve. Analysis of data identifies the underachievement of individuals or groups of students at an early stage. This information feeds into systems for accountability, ensuring that teachers and departments are challenged and supported to take any necessary action.’

8. Excelling against the odds: common factors  High expectations and aspirations for all with the moral purpose of overcoming inequalities  A child-centred focus that builds confidence, enthusiasm, attachment to learning, emotional resilience, develops opportunities, listens and respects  Targeted support to individuals and groups to close gaps  Consistency in teaching and high quality learning  Partnerships – inside and outside the school to enhance learning opportunities and impact on outcomes  Engagement with, and support for, parents and carers  High quality planning, with outstanding assessment practice at its core  A curriculum that can deliver all of these and equips learners for the 21 st c

9. Connecting the elements of assessment

10. Raising standards, improving lives What makes the difference between effective and ineffective assessment?

11. The evidence pinpoints:  A strong whole school vision of how teaching, learning and assessment raise achievement.  Connecting the elements of assessment in a coherent way to tackle clearly identified priorities for improvement in plans of action that include: robust, systematic monitoring and evaluation qualitative and quantitative success criteria High quality training focused on bridging the gap between current practice and the vision of improvement.  Policies that have meaning in the context of day to day practice because they clarify expectations for individuals, teams and the whole school.  Determined leaders that are committed to deep implementation and the detail that makes the difference.

12. Raising standards, improving lives Assessment for learning: 10 principles Assessment Reform Group 2002

13. Raising standards, improving lives Assessment for learning:  is part of effective planning  focuses on how pupils learn  is central to classroom practice  is a key professional skill  is sensitive and constructive  fosters motivation  promotes understanding of goals and criteria  helps learners know how to improve  develops the capacity for peer and self-assessment  recognises all educational achievement.

14. Constructive assessment that fosters motivation