partnership in assessment for curriculum for excllence
DESCRIPTION
Presented at the 2010 Scottish Teachers Education Committee Conference by Carolyn Hutchison, Learning and Teaching ScotlandTRANSCRIPT
STEC CONFERENCE 2010
PARTNERSHIP IN ASSESSMENTFOR CURRICULUM FOR EXCELLENCE
BtC5: A Framework for Assessment
LEARNER
Informing self- evaluation for improvement
Reporting on progress and achievement
How we assess
Principles of assessment
What we assess
When we assess
Ensuring quality and confidence in assessment
Reflecting the values and
principles of CfE
BtC5: A framework for assessment
Assessment will • support learning that develops the knowledge,
understanding, skills and capabilities which contribute to the 4 capacities
• give assurance to parents, learners and others that young people are progressing in their learning and developing in line with expectations
• provide a summary of what learners have achieved, including through qualifications and awards
• contribute to planning the next stages of learning and help learners to progress to further education, higher education and employment
• inform future improvements in learning and teaching
Some key messages• Assessment practices will follow the new curriculum,
giving more autonomy and professional responsibility to teachers
• Standards and expectations will be defined in a way that reflects CfE, supporting greater breadth and depth in learning and focusing on skills development
• A national system of quality assurance and moderation for 3-18 will be developed to support teachers in achieving consistency and confidence in their professional judgements
• A national assessment resource will support professional practice in assessment
What do progress and achievement in CfE look like?
For learners to demonstrate that their progress is secure, they will need opportunities for: breadth of learning challenge within learning applying learning in new and unfamiliar situations
(Assessment for Curriculum for Excellence: Strategic Vision, Key Principles September 2009: page 2-3)
2nd
1st
3rd
4th
Early
BREADTH
CHALLENGE
APPLICATION
Trusting Teachers’ Judgements
In order to make sound professional judgements staff will need to:
•gather a wide range of evidence of progress and achievement (increase validity)
•share standards through dialogue and discussion (increase reliability)
•reflect on the implications for learning and teaching, reporting and planning for improvement (consider impact on learners and learning)
say write make do
• in response to the whole range of learning experiences• from across contexts and settings
The assessment process will involve all partners in• gathering and consideration of evidence by adults and
learners • using agreed criteria to arrive at judgements about what
has been learned and how well, and what needs to be done next
Evidence of learners’ achievements may come from things that pupils
In summary... 3 R’s for assessment
Learning conversations in partnership to
Review the evidenceReflect on the evidence
Respond to the evidence
Partnership with and amongst learners• Putting the learner and learning at the centre• Giving learners responsibility for their own learning• Developing skills for learning, life and work
Review, reflect, respond: learners and staff together...• are clear about what is to be learned and what success would be
like• engage in high quality classroom interactions, based on thoughtful
questions, careful listening and reflective responses • identify and reflect on evidence of learning• provide and act on feedback about the learning• are involved in deciding next steps in learning and identifying who
can help
Partnership with parents (1)• Putting the learner and learning at the centre• Helping parents to support their children’s learning
Review, reflect, respond: learners and parents together• Children talk with their parents about what they are learning and
what success would be like• Parents help their children to identify and reflect on evidence of
their learning from experiences at school, at home and in the wider community
• Children talk with their parents about the feedback they are given, and take account in turn of feedback from their parents about their learning
• Children talk with their parents about what they need to do to improve their work, and how parents can help
Partnership with parents (2)• Valuing parents as partners in their children’s learning• Equipping parents to support their children’s learning
Review, reflect, respond: staff and parents together• Parents are fully informed about what their children are learning and
what success would be like• Staff take account of parents’ views and evidence about their
children’s learning, as well as evidence from school-based activities• Staff talk with parents to share their understanding of standards and
how judgments about their children’s achievements are made in the school
• Staff talk with parents about their children’s next steps in learning• Parents have opportunities to discuss the overall picture of
achievement in the school with staff and contribute their ideas about how the school might plan for improvement
Partnership amongst staff• Considering staff as learners in their own right• Involving all staff in the planning and improvement process• Sharing and using evidence and feedback from assessment across
establishments to plan learning
Review, reflect, respond: staff together...• talk regularly with colleagues about what is to be learned and what successful
learning would be like (thoughtful questions, careful listening, reflective responses)
• use a range of evidence from day-to-day activities to check on learners’ progress and plan next steps for all learners
• consider evidence of learning and feedback from across contexts and settings• talk and work together to share their expectations and understanding of standards,
in and across establishments in their authority
• use assessment information to monitor their establishment’s provision and progress, and to plan for improvement
Partnership in the education community• Evidence-based policy-making• Joining up research, policy and practice
Review, reflect, respond: all partners in learning• are clear about what good learning looks like (in the context of CfE) and how
assessment can support learning in classrooms• use a range of information and evidence from establishments in an informed
way, to monitor the quality of learning programmes and support improvement planning
• talk and work together to share evidence, expectations and standards in learning and achievement, within and across local authorities and across Scotland as a whole
Partnership in the wider community• Acknowledging that everyone has a stake in, and responsibility
for, valuing young people’s learning and achievements• Creating a more successful country, with opportunities for all of
Scotland to flourish, through increasing sustainable economic growth
Review, reflect, respond: all partners in learning...• are clear about the kinds of knowledge, understanding, skills and attributes that
are valued in CfE, and what good learning looks like• actively seek opportunities to extend their understanding of curriculum, learning
and teaching and assessment for CfE through discussion & networking• talk and debate together to share expectations and standards in learning and
achievement• can identify a range of information and evidence about young people’s
achievements and use it to make well-supported evaluations and judgements about their learning as they progress into adulthood