The New Secondary CurriculumSSAT Curriculum Innovation – Event 3

Simon Warburton

Welcome

Starter!!!!

Write down one word, on the card provided, of what assessment means to you………

• How does your response to the new National Curriculum create opportunities to redesign assessment?

• Refamiliarise ourselves with the statutory aims of the NCSuccessful LearnersConfident IndividualsResponsible Citizens

• Explore what assessment means NOW and what it SHOULD mean in the near future

• Open forum for sharing ideas on assessment and feeding those “back up the chain” Teacher Voice

Session Aims

Not on the test

Go on to sleep now, third grader of mine. The test is tomorrow but you'll do just fine. It's reading and math, forget all the rest. You don't need to know what is not on the test.

Each box that you mark on each test that you take, Remember your teachers, their jobs are at stake. Your score is their score, but don't get all stressedThey'd never teach anything not on the test.

The School Board is faced with no child left behind With rules but no funding, they’re caught in a bind. So music and art and the things you love best Are not in your school ‘cause they’re not on the test.

Sleep, sleep, and as you progressYou’ll learn there’s a lot that is not on the test.

Debate is a skill that is useful to know, Unless you’re in Congress or talk radio, Where shouting and spouting and spewing are blessed 'Cause rational discourse was not on the test.

Thinking's important. It's good to know how. And someday you'll learn to but someday's not now. Go on to sleep, now. You need your rest. Don't think about thinking. It's not on the test.

Not On The Test Sung by Tom Chapin

Written by John Forster & Tom Chapin © 2008 Limousine Music Co. & The Last Music Co.

• Common Inspection Framework sets out areas in which inspectors evaluate provision in schools

• It has many elements to it but with particular reference to assessment…..

• The extent to which the curriculum matches the learners’ needs and builds on prior attainment and experience

• How the curriculum meets external requirements and is responsive to local circumstances

• Suitability and rigour of assessment in planning and monitoring learners’ progress

• Extent to which curricular activities contribute to learners enjoyment and achievement

The way forward – measuring progress (Ofsted)

Expectations of schools - curriculum

• Ensure that it meets the needs of all learners and enables them to achieve high standards

• Constantly seek to improve the curriculum

• Take full advantage of flexibilities to meet learners needs

• Check that it builds on what learners know and can do

• Make links across and between subjects and aspects

• Allow choice and scope for personalisation

• Ensure that it is taught by specialists who know how to turn misconceptions into learning opportunities……students make rapid progress

• What do you think Ofsted want in a schools’ assessment system?

• In groups discuss ideas and note them down onto Resource Sheet One.

• 10 mins for discussion

• Feedback main findings

Activity One

• Start with teachers understanding that the smallest interaction with students is an important part of their assessment

• Use “small pieces” (answers, misunderstandings and enthusiasms) to build a clear account of what they can do and need to do next

• Involve the pupil• Link with other adults assessment of the pupil in other areas• Demonstrate awareness of the importance of what the pupil does

outside of school• Provide regular feedback to the parent or carer• Be expressed in terms of national assessment levels but also go

beyond this• Recognise that each pupil is unique and should be assessed with

sensitivity and respect

Activity One – What Ofsted are looking for

Activity Two – When were you last assessed?

• Some key questions to help your discussion…..• When were you last assessed?• How were you assessed?• How did the assessment/process make you feel?• Did it help you develop – did you know what you needed

to do next?• How would you do it differently?

• 10 mins then we will feedback

Ofsted – the most common finding:

‘Assessment does not sufficiently inform teaching and learning.’

so…

what shall we do to change this finding?

Problem solving, reasoning and numeracy

Physical development

Personal, social and emotional development

Knowledge and understanding of the world

Communication, language and literacy

Creative development

PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes

Whole curriculum dimensions

Approaches to learning

Components

Every Child Matters outcomes

Focus for learning

Curriculum aims

Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing

Attitudes and attributeseg determined, adaptable, confident,

risk-taking, enterprising

Knowledge and understandingeg big ideas that shape the world

Skills eg literacy, numeracy, ICT, personal,

learning and thinking skills

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe, healthy and fulfilling lives

The curriculum aims to enable all young people to become

Statutory expectations

Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –

Technology and the media – Creativity and critical thinking.

Varied and matched to learning need

e.g. enquiry, instruction, active,

practical, theoretical

Assessment is fit for purpose and integral to

learning and teaching

Opportunities for spiritual, moral, social, cultural,

emotional, intellectual and

physical development

In tune with human

development

Assessment develops

learners’ self-esteem and

commitment to their learning

Personalised - offering challenge

and support to enable all learners make progress and

achieve

Assessment uses a wide range of

evidence to encourage learners to

reflect on their own learning

Involve learners

proactively in their own learning

Resource well-matched to

learning needeg. use of time, space, people,

materials

Relevant, purposeful and for a range of

audiences

Environment RoutinesLocationsLessonsLearning outside the classroomEvents Extended hours

Evaluating impact

Accountability measures

To secure

The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes

Whole curriculum dimensions

Approaches to learning

Components

Every Child Matters outcomes

Focus for learning

Curriculum aims

Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing

Attitudes and attributeseg determined, adaptable, confident,

risk-taking, enterprising

Knowledge and understandingeg big ideas that shape the world

Skills eg literacy, numeracy, ICT, personal,

learning and thinking skills

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe, healthy and fulfilling lives

The curriculum aims to enable all young people to become

Statutory expectations

Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –

Technology and the media – Creativity and critical thinking.

Varied and matched to learning need

eg enquiry, instruction, active, practical,

theoretical

Assessment is fit for purpose and integral to

learning and teaching

Opportunities for spiritual, moral, social, cultural,

emotional, intellectual and

physical development

In tune with human

development

Assessment develops

learners’ self-esteem and

commitment to their learning

Personalised - offering challenge

and support to enable all learners to make progress and

achieve

Assessment uses a wide range of

evidence to encourage learners to

reflect on their own learning

Involve learners

proactively in their own learning

Resource well matched to

learning needeg use of time, space, people,

materials

Relevant, purposeful and for a range of

audiences

PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

Problem solving, reasoning and numeracy

Physical development

Personal, social and emotional development

Knowledge and understanding of the world

Communication, language and literacy

Creative development

Environment RoutinesLocationsLessonsLearning outside the classroomEvents Extended hours

Attainment and improved standards

Behaviour and attendance

Further involvement in education, employment or trainingCivic participation Healthy lifestyle choices

Three key questions

3How well

are we achieving our aims?

1What

are we trying to achieve?

2How do we

organise learning?

To make learning and teaching more effective so that learners understand quality and how to improve

Involves the whole school community eg learners, parents, teachers, employers,

governors

Chooses assessment fit

for purpose

Creates a continuous

improvement cycle

Uses a wide range of

measures, both qualitative and

quantitative

Uses ‘critical friends’ to offer

insights and challenge

assumptions

Uses information intelligently to

identify trends and clear goals for improvement

Looks at the whole child eg curriculum aims, progress in

skills, subjects and dimensions

Uses a variety of techniques to

collect and analyse

information

Key assessment questions

Learners and teachers reflecting, evaluating and planning together:

• what have you learnt so far? (Q1)

• how can we build on your success so you can make more progress and feel more successful? (Q1)

• what do you want to achieve next? (Q1)

• what do you need to do and experience in order to learn and achieve it? (Q2)

• how would you like to go about learning it? (Q2)

• how can we (teachers, parents, mentors) help you to learn it? (Q2)

• how will you know you’re succeeding? (Q3)

NOW

Assessment expertise external to classroom and school systems

Separation of day-to-day assessment from national standards

Assessments seenas reliable because external to the school

Teachers reliant on short tests for evidence of achievement

National standards communicated through test scores

Progress is articulated through numbers (5, a/b/c, 6)

High value assessments at theend of stages, not useful for individual progress

Dominant assessment techniques are specific events rather than part of daily teaching and learning

Some features of the current assessment system

Teacher and pupil perspectives

NOWTeacher/pupil

We do a lot of practising for the tests

We do other activities like drama and D&T when we have done our workfor the tests

Some of us are better at tests, some of us can’t show our best in them

My family always wants to know what level I’m at, not what I’m good at

We have to give levels to pupils once a term, whether they’ve progressed or not

The test scores do not always reflect what I know of pupils’ performance

I raise test scores by training pupils thoroughly for them

I try to ‘second guess’ what will be in the tests

The test scores of my pupils’ affect my performance management judgments

What should a new assessment system look like?

Activity Three: in groups discover the features that a new assessment system could possible have.

Features of a possible future system

Effective strategies for day-to-day assessment

Flexible approach to assessment and based on broad range of evidence

Students involved in process and see it as a positive experience

Guaranteeing standards through checks by experts

Expertise in assessment is recognised in professional development

Takes a holistic view of the pupil – celebrates what they do outside of school, meet aims of curriculum and PLTS

Finds a way to develop PLTS and make pupils aware of their progress

Consistent application of school policies in Assessment for Learning

Assessment plays a key role in whole route of SOW and ultimately influences planning

Teacher and pupil perspective of a future system

I know that my colleagues share the same expectations

I am supported bymy school systems and by assessment experts

My teacher gives me feedback which helps me progress day by day

I do different tasksto show what I can do

I know how I am progressing and what to focus on next…

… and my family knows it so they help me too

When I move class my new teacher understands where I am and what I need to do next

I build my knowledge of my pupils into my planning and teaching

I know my pupils’ strengths and areasfor development

I recognise learning and achievement inthe classroom

I understand national standards in detail

My pupils make faster progress than they used to

Day-to-day

Periodic

Transitional

Changing the assessment system

Learning outcomes shared with pupils

Peer- and self-assessment

Immediate feedback and next steps for pupils

Broader view of progress for teacher and learner

Using national standards in the classroom

Improvements to curriculum planning

Formal recognition of achievement

Reported to parents/carers and next teacher/school

May use tests/tasks from national sources

Discussion points- System Change

• What are the implications for assessment?

• What changes to schools’ assessment systems and planning might this involve?

• What changes in mindset need to accompany the changes in assessment systems for them to have the maximum impact?

• What are the challenges for changing the assessment culture in schools?

Activity Four – Real Life Illustrations

• Think of an example of where assessment has worked really well in your school?

• What were you trying to achieve?• How do you organise it?• How well do you know you are achieving the aims?

• 10 min discussion and then feedback key thoughts

Teacher Voice

• What 5 thoughts would you like to come out of this meeting and go straight back to QCA?

Homework – AfL audit

• Use the sample audit activity with a number of staff from your school and a number of students.

• What does it tell you about assessment in your setting?• Are there any specific areas on which you need to build?

Last thoughts……..

• If I asked you again for one word on what assessment should mean what would you say????

• Evaluation forms• Next sessions dates