1. www.educationscotland.gov.uk

2. Transforming lives through learning Assessment – Key Messages 1.Is integral to learning and teaching - involves all stakeholders, most importantly the learner - is ongoing, periodic, at times of transition 2.Builds capacity in practitioners to make professional judgements underpinned by professional dialogue - assessment requires a variety of approaches generating a body of quality evidence - assessment and moderation are integral to each other 3.Is holistic and informative - has many purposes, the most important of which is to support the learner journey - goes beyond KU alone to include skills, attributes and capabilities

3. Transforming lives through learning Is Integral to Learning and Teaching Assessment is part of learning and is on-going in the classroom. Learners understand their learning and are involved in dialogue about it. At times, more formal or structured assessment is used to test understanding, skill development or attributes. The profiling process and the production of a profile are integral to a learner understanding their own learning.

4. Transforming lives through learning Moderation by practitioners is fundamental to ensuring a rigorous, robust and credible assessment system. Moderation supports practitioners in reaching a shared understanding of – planning learning and teaching assessment (on-going approaches e.g. learning logs and/or more structured or formal evidence). Build Professional Judgement

5. Transforming lives through learning Build Professional Judgement (cont.) Time needs to be allocated to moderation to allow practitioners to develop their skills/competence in the process. Moderation helps staff to develop their understanding of the quality of children’s work so that they can transfer this to areas not being moderated. Moderation is robust in assessing learning and the range of learning.

6. Transforming lives through learning Holistic and Informative Holistic assessment captures not just knowledge and understanding but also the skills, capabilities and attributes of learners. To allow holistic judgements to be made, there should be opportunities for assessment across the four contexts of learning. Assessment should include children’s ability to work in, and with, higher order thinking skills Holistic assessment informs future learning and can be used by learners to inform profiling and by practitioners to inform reporting. All of this applies from age 3-18.

7. Transforming lives through learning How do I Report Progress? Involve parents so that any changes being made are understood and supported. Ensure the changes are in line with BtC5.

8. Transforming lives through learning How do I Report Progress? Not just once a year School show School newsletter Open day Parents’ evenings Children skilled up to discuss progress with parents – profiling process On-going communications e.g. learning logs, diary Brief summary report at the end of the year – main achievements and a limited number of next steps.

9. Transforming lives through learning What do I Say at Parents’ Night? The learner’s achievements. A limited number of next steps. How parents can support the learning. Many schools are using the children to lead such conversations – after all, it is about their learning.

10. www.educationscotland.gov.uk Transforming lives through learning