1. brian.boyd@strath.ac.uk Teacher-led assessment (TA) Implications for qualifications and assessment?

2. Some recent research Harlen, W. (2004) Impact on students, teachers and curriculum… Harlen, W. (2004) Reliability and validity… Brown, Gavin T. L. (2004) 'Teachers' conceptions of assessment: implications for policy and professional development', Assessment in Education: Principles, Policy & Practice, 11:3, 301 - 318

3. So what are the issues? Aims of the curriculum: assessment implications High stakes summative assessment: impact on learning and teaching Soft skills, deep learning, understanding and metacognition – assessable or not? Reliability and validity…and confidence in the system of qualifications

4. Benefits of Teacher Assessment? Building up a picture of pupil achievement over time and over a range of activities Less pressure – on students and teachers Greater pedagogical freedom: less teaching to the test Formative use of assessments Avoidance of negative impact on student motivation

5. Some concerns about TA Impact on relationships between teachers and students Increased workload for teachers Reduced reliability of outcomes

6. Key questions Are there outcomes which are best assessed by TA? Can problems of TA be overcome? Are end-users likely to accept increased amounts of TA? Can workload issues be overcome? What are the contexts and conditions within which TA operates most effectively?

7. Purposes of the curriculum Successful learners Confident individuals Effective contributors Responsible citizens

8. Task …and able to: Take one of the four purposes/capacities and: Discuss whether we should/could assess each element Decide whether there are some which particularly lend themselves to TA Suggest school-based assessment approaches which might be appropriate

9. Can problems of TA be overcome? Yes, if… Learning goals are agreed and understood Teachers are given protected time to meet and share practices and understandings Teachers have ownership of criteria If the move to TA is seen as being long-term, bottom-up and has provision for local transformations If moderation continues to be part of the system

10. Are end-users likely to accept increased amounts of TA? Yes, if… Issues of reliability and validity are clarified Criteria and learning goals are transparent and agreed Trust is engendered through frequent discussion and communication

11. Can workload issues be overcome? Yes, if… “Protected time” at local level is guaranteed If the national assessment and qualification system ceases to be high stakes and accountability-driven Teachers recognise that TA can enhance their teaching and their relationships with students If CPD is ongoing and of high quality

12. What are the contexts and conditions within which TA operates most effectively? Teachers and students need to believe that improving learning is the goal Criteria for success must be shared among stakeholders Teachers/assessors should work collaboratively within and across establishments The success of TA should not be judged in terms of external examinations