1. Creating a Whole School Assessment Policy Middle Years Programme, Madrid, 13th-15th March, 2008

2. Stages Initial Staff Survey Consultation Visit FindingsDrafting The policy Implementing Challenges

3. Initial Staff Survey current strengths are we communicating what we value in assessment to the wider community? does our approach help parents to support their children’s learning? are we promoting assessment for learning in the classroom? are we aware of the advantages of including students in assessment?

4. Consultation Visit aims : to identify and respond to questions about best assessment practices to underpin ideas with research evidence to share existing classroom assessment experience to consider some principles for a whole-school approach to plan next steps

5. Assessment: two key purposes assessment of learning checks learning to date audience beyond the classroom periodic uses numbers, scores and grades criterion/standards referenced no need to involve the learner assessment for learning suggests next learning audience is teachers and learners continual – conversation and marking specific feedback, using words self-referenced, ‘ipsative’ must involve the learner – the person most able to improve learning

6. The Big Five Principles (identified by the UK Assessment Reform Group,1999) 1. “The provision of effective feedback to students 2. the active involvement of students in their own learning 3. adjusting teaching to take account of the results of assessment 4. recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning 5. the need for students to be able to assess themselves and understand how to improve”

7. An AFL Approach to Planning: Planning for Learning, not just coverage Planning for coverage content is fixed timing is tight inflexible students’ questions only matter if they within the required framework looks neat and tidy all the space is filled predictable and safe Planning for learning content is decided after checking with the students timing is looser more flexible students’ questions provide opportunities for teaching and learning looks messy some spaces are left blank: ‘it depends what crops up’ less predictable and feels riskier

8. Assessment for Learning in the Classroom give students a choice and help them take more responsibility for their learning explain the purpose of the learning help students to understand the criteria by which their learning is assessed provide feedback that assists the learning process model self and peer assessment skills remind students of the progress they are making

9. Culmination of the Consultation Visit at the end of the workshop we formed small cross- faculty groups to discuss how we improve and communicate learning and progress about assessment in our school. we talked about the need to change habits the importance of collegial support the need for professional conversation regarding change the importance of motivation

10. Self efficacy Feedback for Self Awareness Locus of control - As close to self as possible Motivation Achievement Intrinsic Motivation : the key features for teachers and schools as well as students

11. Steps to Making the Policy a committee made up of staff from all sections was formed a policy was drafted and presented to staff at the next in service day, the policy was informed by assessment for learning strategies, the IBO Learner profile and the school’s previous attempts to create a policy. a further opportunity for amendments was provided the policy was written and presented to senior management

12. Next Steps for the Assessment Committee to decide the priorities for implementation once agreement is reached the strategy changes to how to achieve change important to build in the assessment for learning strategies into the fabric of school policies and practices such as appraisal or the expectations of teachers the need to adopt an action research way of working to encourage teachers to try out and adopt high quality assessment practices the need to translate support materials into the host country’s language