Assessment for Learning in NLC Vicky Quinn (QIO Numeracy)

Assessment for Learning – where are we now? National development – AifL – 7 years on Research - Five reviews of the research in this area synthesised a total of more than 4,000 research studies undertaken during the last 40 years Conclusion: “When implemented well, formative assessment can effectively double the speed of student learning.” Wiliam, 2007

Effective Formative Assessment Five Key Strategies:  Clarify and share learning intentions and success criteria  Engineer effective classroom discussions, questions, and learning tasks  Provide feedback that moves learners forward  Activate students as the owners of their own learning (self–assessment)  Encourage students to be instructional resources for one another (peer–assessment)

Effective Formative Assessment Drive to improve classroom practice through ASGs, CPD etc. “…we have learned that the necessary changes in classroom practice, although often apparently quite modest, are actually difficult to achieve.” Wiliam, 2008

Traditional CPD Traditional model assumes that if we teach the knowing that, then the knowing how will follow Research suggests knowing what to do is the easy part. Actually doing it is what’s hard “It is generally easier to get people to act their way into a new way of thinking than it is to get them to think their way into a new way of acting.” (Wiliam, 2008)

Assessment for Learning – progress following the traditional model ‘ approaches used in almost all primary school some schools strategies used consistently by all teachers in others ‘pick and mix’ of techniques which hinders progression in learning skills’ ‘progress slower in secondary schools  approaches are beginning to be adopted more widely  some teachers are sharing learning intentions on a more systematic basis and reviewing learning during and at the end of lessons’ Chris McIlroy, Chief Inspector HMIE – Curriculum for Excellence Newsletter 7

Effective professional development messages from research related to local circumstances in which teachers operate takes place over a period of time rather than being in the form of one day workshops involves teachers in active, collective participation Thompson and Wiliam – Tight but loose..scaling up teacher professional development

Teacher Learning Communities (TLCs) ‘for teachers to take on wholeheartedly the new roles and new paradigms that minute-to- minute and day-to-day assessment for learning requires of them, they need more than just a quick exposure to principles and methods’ Dylan Wiliam

How to set up a TLC TLCs run for two years 8 – 10 interested colleagues Requirements: Monthly meetings (75 minutes - 2 hrs each) Time between meetings (8 meetings per year) Collaborative planning Peer observation

Support from Tapestry Masterclass by Dylan Wiliam Papers for TLC meetings Twilight support sessions for leaders led by Tapestry tutors – 4 in Year 1 4 further twilight support sessions Year 2

Role of TLC ‘leader’ …. To make sure the TLC meets regularly, materials are at meetings and focus is AfL To create a supportive environment for meeting making sure that every participant shares experience of AfL To encourage teachers to provide their colleagues with constructive and thoughtful feedback To encourage teachers to think about and discuss the implementation of new AfL learning and skills To ensure that every teacher has an action plan to guide his or her next steps

Positive Outcomes Provide support and guidance for teachers to integrate formative assessment into their practice To provide a workable model that will enable schools to initiate and sustain professional development focused on formative assessment Realise the potential formative assessment has to produce unprecedented improvements in pupil learning