Post 16 Citizenship Liz Craft Valuing progress Celebrating achievement

Purpose of the session is to: consider what we mean by assessment consider principles of assessment for learning in citizenship discuss a flexible approach with clear learning objectives/expectations for citizenship reflect on what we can take forward into projects/influence wider roll out

Comments from LSDA projects Students would balk at another qualification Should not be another written exam Neither staff nor students have time to build evidence portfolios of everything they are doing Our citizenship programme is not designed to provide a formal qualification, no assessment strategies are in place

Comments contd It would be a pity if the need for assessment and accreditation detracted from the open- endedness of active projects Citizenship does not have qualifications so students are not prioritising it What is required is a means of assessing practical skills Assessment should be about assessment for learning not assessment of learning

What is assessment? Assessment is a means to define the purpose of learning and its intended outcomes Planned part of the learning process in all teaching and learning activities Establishes expectations and raises achievement Ensures progression

Assessment for learning the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in the learning, where they need to go and how best to get there. Assessment Reform Group 2002

Assessment for learning Formative assessment –What am I learning? Where am I up to?; What progress have I made?;What am I aiming for? Ongoing reflection, planned and integral to activities Evaluates progress towards objectives Motivating Quality feedback (peer, tutor, other)

Assessment of learning Summative assessment –What have I learned?What have I achieved overall? –How well did I meet my objectives? Used to judge performance against objectives or criteria Can involve use of qualifications Also used to assess the effectiveness of citizenship teaching and learning

Context: post 16 Citizenship Part of a continuum of citizenship education 3-19 Builds on prior learning – need for assessment of existing citizenship K,S,U Different in different organisations Different for different young people in same organisation Tutor led, tutor facilitated, young people led Involves different citizenship content and activity types

Developing an approach to assessment No one size fits all approach Common features –assessment for learning for all - regular and planned with clear learning objectives –young people play a full part in the process –recognition of achievement for all

Principles of assessment in citizenship Involves young people as partners: know what they are learning feel positive, confident and motivated by their progress set targets for development and direct their efforts in areas of need opportunities to demonstrate K,U,S recognise, value and celebrate their learning achievements

Principles of assessment in citizenship contd be fit for purpose – support citizenship learning and support the model of provision be inclusive – take account of how learners learn and recognise progress of all raise expectations involve regular feedback on progress review the effectiveness of provision

Assessment in citizenship should not: judge the worth, personality or value of an individual or their family fail people as citizens focus on evaluating quality of events and activities rather than the learning

Active citizenship cycle Process used to plan assessment opportunities before, during and after citizenship activities May be a mechanism for self assessment

Planning for assessment to agree why,what, when, how – why are we assessing eg to inform future activities, to recognise progress what to assess, what learning objectives (knowledge, understanding, skills) what opportunities can be used to discuss and review progress what evidence of progress when and how frequently how should we summarise and celebrate achievement

Who assesses? Young people – self and peer assessment Citizenship provider eg teacher, tutor, facilitator, agency, employer Other members of the community Awarding bodies

Citizenship – what to assess Clear and agreed learning objectives needed for assessment to be meaningful Planned as part of activities with expectations Opportunities, action, expectations

Recognition of achievement Different forms a leavers report citizenship award celebration citizenship qualification or any combination of these

Discussion activity 1. Discussion of key messages and common features - principles of assessment for learning in citizenship 2. Identifying citizenship learning 3. Citizenship post 16 - opportunities, action, expectations –Are these the right kind of generic learning objectives/expectations? –Are they flexible and can they be applied to any citizenship activity? –Are they helpful in deciding what to assess?