February 2005SEED AifL1 ASSESSMENT IN SCOTLAND: ‘ASSESSMENT IS FOR LEARNING’ Formative Assessment in a Coherent System

February 2005SEED AifL2 Examples of Classroom Action  Regular reinforcement of the idea that all can achieve in the subject  Thinking time/open questions  Interpersonal & group skills via co-operative learning/ “jigsaws”  Think/pair/share; hot seating

February 2005SEED AifL3 Examples of Classroom Action  Immediate comments feedback  Clear understanding of criteria in self- and peer- and teacher-assessment  Much oral feedback  “Traffic lights” self-assessment/individual discussion with teacher

February 2005SEED AifL4 Examples of Classroom Action  Use of Mind Map format for self- and peer-assessment  Self-assessment and discussion with teacher re “Prelim” exam performance, commitment to work, etc  Misconceptions/mistakes/premature conclusions as growth points

February 2005SEED AifL5 ASSESSMENT DEVELOPMENT PROGRAMME ‘ASSESSMENT IS FOR LEARNING’ ‘To provide a streamlined and coherent system of assessment that will ensure that pupils, parents, teachers and other professionals have the feedback they need about pupils’ learning and development needs’

February 2005SEED AifL6 'ASSESSMENT IS FOR LEARNING‘ The Policy Context Key ideas:  Learner at the centre  Partnership in learning  Self-evaluation, reflection, professionalism  Evidence as feedback

February 2005SEED AifL7 ‘ASSESSMENT IS FOR LEARNING’ CURRICULUM: What is to be learned ASSESSMENT: Knowing about learning LEARNING AND TEACHING: How it is to be learned Assessment FOR Learning: Supporting classroom learning and teaching Assessment OF Learning: Gathering and interpreting the evidence Assessment AS Learning: Learning how to learn SELF-EVALUATION: EVIDENCE AS FEEDBACK

February 2005SEED AifL8 ‘ASSESSMENT IS FOR LEARNING’ Evidence as Feedback  Develop professional practice in assessment, so teachers’ judgements are dependable (valid, reliable and comparable)  Quality assure teachers’ judgements locally and nationally, so standards are shared  Monitor national attainment in a way that promotes good classroom practice

February 2005SEED AifL9 ‘ASSESSMENT IS FOR LEARNING’ Assessment FOR learning Supporting classroom learning and teaching  Formative assessment  Gathering (and interpreting) evidence  Partnership with parents  Inclusion of pupils with Additional Support Needs ASG Focus 1: Formative Assessment

February 2005SEED AifL10 ‘ASSESSMENT IS FOR LEARNING’ Assessment AS learning Learning how to learn  Formative assessment  Personal Learning Plans  Support for management of Personal Learning Plans ASG Focus 2: Personal Learning Planning

February 2005SEED AifL11 ‘ASSESSMENT IS FOR LEARNING’ Assessment OF learning Gathering and interpreting evidence  Gathering and interpreting evidence  Local moderation  Assessment of Achievement Programme  New National Assessments (bank) ASG Focus 3: ‘Sharing the Standard’

February 2005SEED AifL12 'ASSESSMENT IS FOR LEARNING‘ Policy into practice Build informed research Create informed policy Grow informed communities of practice

February 2005SEED AifL13 ‘ASSESSMENT IS FOR LEARNING’ Growing informed communities of practice  Projects based in schools (ASGs)  Partnership amongst stakeholders’ networks  Education authority action plans  Case studies as feedback, toolkit, website  AifL support strategy: DOs, HEIs, consultants  Concurrent evaluations  Newsletters

February 2005SEED AifL14 ‘ASSESSMENT IS FOR LEARNING’ Growing informed communities of practice: managing change in assessment practice  Give active support for projects  Engage with participants, negotiating practical steps, playing to teachers’ strengths  Acknowledge tensions between different assessment agendas, and discuss how they might be handled  Allow time for discussion, reading, thinking, engagement with ideas  Model good learning and create a good climate for learning in the school – acknowledge that everyone is learning

February 2005SEED AifL15 Assessment is for Learning Curriculum and Assessment 1 Nov 04  All schools part of AifL by 2007  Assessment bank developed and extended as tool for teachers  Local moderation to promote shared understanding of standards  Sample-based SSA to replace annual 5-14 survey from 2005  Link national and international data  Continuing support for schools and LAs - ‘using evidence as feedback’