Your SlideShare is downloading. ×
0
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Leading PAM.21 May 2013.Glasgow.all slides
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Leading PAM.21 May 2013.Glasgow.all slides

494

Published on

All the slides from the AHDS/ADES/Education Scotland/Scottish Government conference on 'Leading Planning, Assesssment and Moderation' held in Glasgow on 21 May 2013.

All the slides from the AHDS/ADES/Education Scotland/Scottish Government conference on 'Leading Planning, Assesssment and Moderation' held in Glasgow on 21 May 2013.

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
494
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
29
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • This diagram summarises the process of planning for learning, teaching and assessment as outlined in BtC5 and as demonstrated in the exemplars on NAR. Working through the assessment planning process as demonstrated on NAR engages us with the key points of BtC5 and enhances our understanding of these within our own contexts. Planning for learning, teaching and assessment in this way develops a real working knowledge and confidence for classroom practice and for all areas of assessment, from the basics of working with Es and Os and Learning intentions/success criteria through to recording, reporting and profiling.
  • Evaluating the learning, providing feedback, reporting on progress will follow naturally from this kind of planning process. HOWEVER to be confident in our judgements we need to be engaging in quality professional dialogue, moderating our planning, our learning and teaching and the learner’s assessment evidence.
  • Moderation is the term used to describe approaches for arriving at a shared understanding of standards and expectations for the broad general education. It involves teachers and other professionals, working together, drawing on guidance and exemplification and building on existing standards and expectations to develop shared expectations about what progress and evidence of learning will look like. Moderation helps to raise standards and expectations and levels of consistency across teachers and schools. This ensures that there is an appropriate focus on outcomes for learners, that learning is at the appropriate level and that learners develop the skills for learning, skills for life and skills for work, including higher order thinking skills, which will allow them to be successful in the future. It supports planning for individuals and helps ensure appropriate challenge and differentiation and discussed and developed. Teachers being involved in developing their assessment approaches through participation in moderation activities is a highly effective form of professional development.
  • (Illustration courtesy of Education Scotland) On the left hand side of the slide, the diagram illustrates the flow of higher order thinking skills. Whereas the diagram on the right, illustrates examples of common language which should be adopted when demonstrating higher order thinking skills. As you can see the flow travels in both directions as the skills path on occasion, may require to be revisited. In helping learners move from one level to another, teachers need to identify the additional elements and/or sub-skills that will be involved and plan this into learning. Handout Skills Booklet
  • Blooms Triangle
  • Making a poster is not creating A pupil remembering all the elements in the Periodic Table is challenging Learning can start at any point, whereas some skills may require to be revisited dependant on the task and individual. Learning can be, and is messy. It is important that learners are given opportunities to develop ALL thinking skills.
  • Thank you for your hard work during that workshop and your enthusiasm in doing some TACLAN. Prior to the conference you were asked to select a curricular focus for this part of the morning and are in tables according to that selection.
  • Review of key messages – importance of moderation to support them
  • NAR process is helpful in focussing on coherent planning in which thinking about assessment is integral to the learning and teaching. Learning experiences =What am I planning to do in order to provide a context for learning in which the success criteria can be met? Evidence =SAY, WRITE, MAKE, AND DO. Guiding question: What is the most appropriate evidence that I could plan for which would support the learning experience and the achievement of the learning intentions and success criteria Could be Say, Write, Make, and/or Do. SAY, WRITE, MAKE, AND DO a helpful shorthand to support a varied learning experience . Assessment approaches : self/peer/teacher assessment. Planning for progress. Moderation features throughout out this process through a collaborative approach to the planning of the learning and teaching. The flowchart will be further developed by the production of a brochure exemplifying best practice within each of the different stages – case studies taken from national projects to demonstrate impact of effective planning of assessment on learners and practitioners.
  • Focus on importance of professional dialogue How do we facilitate this?
  • Refer back to NAR flowchart – focus on moderation at every stage, not just the moderation of evidence Highlight the importance of the feedback loop – using evaluation to feed back into planning – cyclical approach Sustainability (refer to this as a pre-requisite for many of the projects currently being funded by ES)
  • Transcript

    • 1. Introduction to the ConferenceThemesBruce Robertson, OBE.ADES/Scottish Government
    • 2. Leading PAM Conferences 2013Principles & Practice of Planning, Assessment & ModerationAHDSMay 2013 Pam Nesbitt President, AHDS 2Pam Nesbitt, PresidentAHDS
    • 3. May 2013 Pam Nesbitt President, AHDS 3Learning IntentionsYou should have a better understanding of:Planning, assessment & moderation principles,policy, practice and the role of assessment inCfEdifferent components of planning, assessment& moderation mechanisms to supportassessmentwhere assessment fits – NAR Flowchart/PAMCycle
    • 4. Cooperative/ActiveLearningPlanningAssessment andModerationEnhancedlearning &teachingSharedunderstanding& effectiveassessment forlearningConsistentand creativeplanning andtrackingDelivery of CfE7 Principles ofCurriculumDesignMay 2013 4Pam Nesbitt President, AHDS
    • 5. How do we describe CfE? Collaborative learning and working, within and across sectors(pupils & staff) Relevant Opportunities for transfer of learning and personal achievement Assessment planned for and supporting learning Learning to learn Use of technology Design of Physical environment Learning methodologies PedagogyMay 2013 Pam Nesbitt President, AHDS 5
    • 6. PAM CycleMay 2013 Pam Nesbitt President, AHDS6
    • 7. Planning & AssessmentWhat do I want pupils to learn? – Es & OsWhat will I assess and criteria for assessment?What are the assessment implications?Learning intentions and success criteria?Shared expectations?Appropriate planned learning activities? – 7principles of curriculum designWhat resource(s) will I use?Which teaching styles will I used?How successful was the learning experience?How do I know?May 2013 Pam Nesbitt President, AHDS7
    • 8. Responsive Planning & PupilInvolvementReflectReviewRespondNeed to have professional dialogue and discussionand know where the children have come from andwhere they are goingPupil involvement at every stage of the process iscrucial and should be evidentMay 2013 Pam Nesbitt President, AHDS8
    • 9. What do we talk about?Learning Approaches – the medium doesn’t matterInter-disciplinary learningCooperative learningRich tasksLiteracy & NumeracyCross curricularCritical skillsAifLHow children learn?What do we need to achieve?What is our shared understanding of standard?Moderation & assessment must be plannedMay 2013 Pam Nesbitt President, AHDS9
    • 10. Planning for learning, teaching& assessmentReflective questionsHow do you currently consider/usethe following in planning for learning,teaching & assessment?The prior learning / experiences oflearners?The Experiences & OutcomesThe Principles & Practice papersMay 2013 Pam Nesbitt President, AHDS 10
    • 11. The NAR FlowchartDiagram of the process of planning for learning,teaching and assessmentDemonstrates the process outlined in BtC5Provides a model for planning and evaluatingplanned learningProcess followed by those creating NARexemplarsMay 2013 Pam Nesbitt President, AHDS 11
    • 12. May 2013 Pam Nesbitt President, AHDS 12
    • 13. May 2013 Pam Nesbitt President, AHDS 13
    • 14. The NAR FlowchartReflective questionsHow have your approaches to assessment developedwith CfE?How do you currently provide feedback to pupils ontheir progress in learning? Is feedback directlyrelated to success criteria?May 2013 Pam Nesbitt President, AHDS 14
    • 15. Shared expectationsare discussed andagreed.Learning intentions& Success criteriademonstrateevidencerequirementsTeachers discusswith otherswithin school,cluster, authority.Develops sharedunderstanding ofstandards.Teachers makean informedprofessionaljudgementabout theevidencegathered.Teachers feedback thisinformation topupils giving clearguidance on nextsteps.This informsthe progress ofthe learnerjourney andinforms futureplanning.LEARNERPrinciples of ModerationTeachers useevidence from selfassessment, peerassessment andteacher ledassessment.May 2013 Pam Nesbitt President, AHDS 15
    • 16. Making JudgementsMay 2013 Pam Nesbitt President, AHDS 16
    • 17. Moderation & Shared Standards &ExpectationsMust happen firstModeration often seen as an end on exerciseImportant that moderation is not a one off event andis constantly reviewedUse of NAR & TACLAN as professional developmenttoolProcedures to facilitate the process that aremeaningful and manageable!!May 2013 Pam Nesbitt President, AHDS17
    • 18. Thoughts on ModerationWork through planning first leave as little aspossible to the “post mortem”Work from evidence and practice“What does a good one look like?”Link to CPDClass level, school level, cluster level, authoritylevel and National levelSharing standards and expectationsChallenging professional dialogue & debateMay 2013 Pam Nesbitt President, AHDS 18
    • 19. Assessment – key messageThis is not new!There is no silver bullet/holy grailWe have the answersOne size does not fit allProfessional dialogue and judgement are crucialTime is crucialAssessment does not sit in isolationMay 2013 Pam Nesbitt President, AHDS 19
    • 20. Whole CurriculumMay 2013 Pam Nesbitt President, AHDS 20
    • 21. BtC5 key points:1. Learner engagement in assessment is crucial.2. Teachers need to use many approaches to assessment.3. Assessment should focus on breadth, challenge andapplication.4. Evidence of learners’ progress can be gathered across thefour contexts for learning.5. Professional dialogue is central to agreeing standards.6. Assessments should be reliable, valid andproportionate.7. Curriculum for Excellence principlesshould underpin reporting.8. Assessment needs to be qualityassured.Principles of assessment inBtC5May 2013 Pam Nesbitt President, AHDS 21
    • 22. Purpose of Assessment•To support the learning and the learner and help planthe next steps to ensure progress.•To provide assurances to parents, the children andothers that progress is taking place.•To provide a summary of what learners haveachieved.•To support transitions at all levelsMay 2013 Pam Nesbitt President, AHDS 22
    • 23. BtC5: A Framework for AssessmentLEARNERInforming self-evaluation forimprovementReporting onprogress andachievementHow we assessPrinciples ofassessmentWhat we assessWhen we assessEnsuring quality andconfidence inassessmentReflecting thevalues andprinciples of CfEMay 2013 Pam Nesbitt President, AHDS 23
    • 24. Starter QuestionsWhat do we assess?Why do we assess?When do we assess?How do we assess?Are planning for engagingassessment that supports learning?May 2013 Pam Nesbitt President, AHDS 24
    • 25. Assessment – The Big PicturePrinciples of assessment in CfEWhat do weassess?Why do weassess?When do weassess?-Knowledge andunderstanding-Skills-Attributes andcapabilities- To support thelearning process- To promotelearnerengagement- To determinethe nature of thesupport required- Routinely, aspart of thelearning andteaching process- From time totime- At transitionsMay 2013 Pam Nesbitt President, AHDS 25
    • 26. Assessment – The Big PictureMay 2013 Pam Nesbitt President, AHDS 26
    • 27. video clipsaudio clipsdiariesreportsPowerPointpresentationsnotesPostersShow-me boardsobservationsphotographsdrawingsmodelschecklistshighlightingcartoonsstoryboardswritten testMay 2013 Pam Nesbitt President, AHDS 27say write make do
    • 28. What do progress and achievement in CfElook like?For learners to demonstrate that their progress issecure, they will need opportunities for: breadth of learning challenge within learning applying learning in new and unfamiliarsituations(Assessment for Curriculum for Excellence: Strategic Vision, Key PrinciplesSeptember 2009: page 2-3)May 2013 Pam Nesbitt President, AHDS 28
    • 29. Key features of assessment in CfE - ProgressBreadth• achieving across many outcomes but also…..• being able to make connections between themChallenge• depth and sophistication of understanding requires learners to beable to show more than the acquisition of knowledgeApplication• equipping learners to apply knowledge and skills in familiar andunfamiliar contexts, including beyond the classroomAssessment – The Big PictureMay 2013 Pam Nesbitt President, AHDS 29
    • 30. Assessment WheelMay 2013 Pam Nesbitt President, AHDS 30
    • 31. Assessment ComponentsModerationEvidence – Formative/SummativeTeacher’s judgementsBaseline AssessmentProfiling & the Profile P7/S3ReportingNARCfE Planning, Tracking, CoverageImportance of BTC4 & Skills developmentMay 2013 Pam Nesbitt President, AHDS 31
    • 32. Blooms Triangle
    • 33.  producing material is the same as creating remembering offers no challenge thinking skills have to be taught sequentially learners should be using higher order thinking skills onlyeatingEvaluatingApplyingUnderstandingRememberingRememberingUnderstandingApplyingAnalysingEvaluatingCreatingCommon Misconceptions
    • 34. Planning & Assessment Process What we’re going to learn (Curriculum) Es & Os How will we learn (Learning & Teaching) Learning & Teaching approaches Principles & Practice (papers in CfE folder) Breadth, Challenge & Application (BCA) How will we be assessed (Assessment) Range of assessment approaches Learning Intentions & Success Criteria Say, Write, Make, DoMay 2013 Pam Nesbitt President, AHDS 35
    • 35. Assessment ProcessEs & OsLearning IntentionsSuccess Criteria Used to focus observations Used to evaluate the learning & structure feedback Used to inform self & peer assessment In pupil language appropriate to age & stageLearning ExperienceEvidence that supports learningMay 2013 Pam Nesbitt President, AHDS 36
    • 36. RME3-01aRME 3-01bRMEChristianityBeliefsLiteracy Across LearningReadingRMEDevelopment of Beliefsand Values
    • 37. SKILL CONTENTHaving reflected upon Christiansources, I can explain some beliefsabout God, Jesus, the humancondition and the natural world, andhow these beliefs lead to actions forChristians.RME 3-01aReflection Beliefs about God and JesusHow beliefs lead to action forChristians
    • 38. SKILL CONTENTUsing what I know about the features ofdifferent types of text, I can find, select,sort, summarise, link and use informationfrom different sources.LIT 3-14aReflectionInvestigatingPersonal ReflectionDeveloping AwarenessBeliefs about God and JesusHow beliefs lead to action forChristiansHow beliefs lead to action formyself as an individualUsing different kinds of textsFinding and selecting appropriate information
    • 39. SKILL CONTENTPRACTICEReflectionInvestigatingPersonal ReflectionDeveloping AwarenessUsing different kinds of textsFinding and selecting appropriate informationBeliefs about God and JesusHow beliefs lead to action forChristiansHow beliefs lead to action formyself as an individual- actively encourage children and young people to participate in service to others- develop, through knowledge and understanding and discussion and active debate,an ability to understand other people’s beliefs- encourage the development of enquiry and critical thinking skills- build in time for personal reflection and encourage discussion in depth and debate- provide opportunities for collaborative and independent learning
    • 40. Plan Learning, Teachingand AssessmentPlan Learning, Teachingand AssessmentEs &OsPs&Ps
    • 41. May 2013 Pam Nesbitt President, AHDS 42Trusting Teachers’ JudgementsIn order to make sound professional judgements staffwill need to:•gather a wide range of evidence of progress andachievement (increase validity)•share standards through dialogue and discussion(increase reliability)•reflect on the implications for learning and teaching,reporting and planning for improvement (considerimpact on learners and learning)
    • 42. Assessment & ValueWe value what we assessWe assess what we valueNAR – say, write, make & doBreadth, Application & ChallengeWhat is the planned learning?How do I know?May 2013 Pam Nesbitt President, AHDS 43
    • 43. Which means?We need to assess progress in all the areas weplan to teachWe need to agree standards and then makeevaluations consistentStandards need to be challenging in natureand in difficultyAssessment needs to be in context- skills needto be applied, knowledge must be deployedMay 2013 Pam Nesbitt President, AHDS 44
    • 44. And………..Make sure that we plan assessment inMake sure that we are clear aboutdifferentiation, evidence of achievement andstandards of achievementEstablish mechanisms for moderation andbegin to set these upStrong leadership is crucial to the success ofPAMMay 2013 Pam Nesbitt President, AHDS 45
    • 45. Grove Cluster – a practicalexamplePAM Project in IDL for NARBuilding shared understandingBuilding capacityTime for professional dialogueSustainabilityResources availableHappy to share – why keep re-inventingthe wheelMay 2013 Pam Nesbitt President, AHDS 46
    • 46. May 2013 Pam Nesbitt President, AHDS 47
    • 47. Transforming lives through learningEducation Scotland;Professional Learning Resources tosupport learning, teaching andassessmentSenior Leadership Team Presentation and Workshop
    • 48. Transforming lives through learningAims for the session Assessment – ‘the big picture’ Building capacity to use and inviting reflection upon twoprofessional learning resources:o Taking a Closer look at the National AssessmentResource, a Professional Learning Resourceo Assessing Progress and Achievement
    • 49. Transforming lives through learningKey assessment messages from BtC5Assessment:1. Is integral to learning and teaching• involves all stakeholders, most importantly the learner• is ongoing, periodic, at times of transition1. Builds capacity in practitioners to make professional judgementsunderpinned by professional dialogue• assessment requires a variety of approaches generatinga body of quality evidence• assessment and moderation are integral to each other1. Is holistic and informative• has many purposes, the most important of which is to support thelearner journey• goes beyond KU alone to include skills, attributes and capabilities
    • 50. Transforming lives through learningTeachers’ role in assessment2 key elements from BtC5:participate in quality assurance, moderation and CPD activities,using materials available, to develop assessment expertise andto ensure assessment practices are valid and reliablecontribute to and take ownership of the National AssessmentResource (NAR)(2010, p.50)
    • 51. Transforming lives through learningSLT’s role in assessment2 key elements from BtC5:provide opportunities for staff to work collaboratively in planningthe curriculum, learning, teaching and assessment in a coherentway to achieve breadth, challenge and application of learningprovide opportunities for staff to discuss, share and develop anunderstanding of standards and expectations throughparticipating in moderation and CPD in assessment andcontributing to the National Assessment Resource(2010, p.51)
    • 52. Transforming lives through learningEducation Scotland’s role in assessment2 key elements from BtC5:provides advice, support and CPD relating to assessmentworking closely with SQA and other national bodies to developcapacity in the teaching professionleads and facilitates professional development to help teachersdevelop a shared understanding of standards including throughquality assurance and moderation of the broad generaleducation(2010, p.53)
    • 53. Transforming lives through learningPart 1: Taking a closer look at the NationalAssessment Resource: a professionallearning resource (TACLAN)
    • 54. Transforming lives through learningWhy has TACLAN been developed; what is thepurpose of the resource; how can it be used? Working together to fulfill our roles in terms of assessment;developed in collaboration with AHDS, Education Authorities,Education Scotland staff and practitioners. Provides an opportunity for staff to reflect on effective practicein learning, teaching and assessment, drawing on the workpublished on the National Assessment Resource (NAR) withuseful links to exemplars. Materials that enable staff to ‘dip in’ to aspects of the learning,teaching and assessment process where they wish to reflect ontheir practice.
    • 55. Transforming lives through learningStructured around the NAR flowchart
    • 56. Transforming lives through learningIntroductory text
    • 57. Transforming lives through learningA Quality Marked exemplar from NAR
    • 58. Transforming lives through learningReflective questions and Action points
    • 59. Transforming lives through learningHow can SLT build capacity in staff to use theresource effectively?Workshop activity 1 - aims:To use SLT reflective questions as a vehicle to become familiarwith a specific section of the resource.To be confident in how to use TACLAN as part of plannedCPD.To reflect on how you could take this resource forward inyour establishment.
    • 60. Transforming lives through learningWorkshop plan Professional Dialogue using SLT reflectivequestions – 20 minutes Reporting - 5 minutes Plenary – 5 minutes
    • 61. Transforming lives through learningProfessional Dialogue – 20 minutes Appoint a time-keeper and 2 reporters for each table. Each table to focus on a different section of theresource. Work in your group to ‘take a closer look’ at yoursection and discuss the SLT reflective questions.
    • 62. Transforming lives through learningReporting activity - 5 minutes2 reporters to move to another table and report on:What are the key points in your section?What did you reflect upon?What would you take action on?Do you have any other observations?
    • 63. Transforming lives through learningPlenary – 5 minutes Review and reflect Questions Suggestions?
    • 64. Transforming lives through learningPart 2: Assessing progress andachievement professional learning resourceLiteracyNumeracyTechnologiesSocial Studies
    • 65. Transforming lives through learningWhy have assessing progress and achievementguidance papers been developed?The resource: Aims to support evolving practice and professional learning and reflectionon assessing progress and achievement in each curriculum area. Builds on the advice and guidance in the Principles and Practice papers;standards and expectations in the experiences and outcomes; BtC5 andCfE Briefing 2: Assessing progress and achievement. Provides information on significant aspects of learning in the curriculumarea Provides an outline of what breadth, challenge and application look likein the curriculum area
    • 66. Transforming lives through learningWho has developed the resource and why is itstamped ‘work in progress’? Education Scotland is working with practitioners from acrosssectors 3-15 to draw on a range of emergent practice withinand across individual establishments and educationauthorities. The resource will be developed based on widerfeedback from practitioners, who have been usingit in their varied contexts. It is phase one of a wider suite of resources which will includeannotated exemplification of work which typifies theachievement of a level in a curriculum area, the first set ofmaterials to be published on NAR in June.
    • 67. Transforming lives through learningWhat is the purpose of this professional learningresource?The resource supports:•quality assurance and moderation activities in planning forprogression•approaches to managing assessment within eachcurriculum area•planning learning, teaching and assessment as a holistic process•judgements about the range of evidence required to create areliable picture of learners progress and achievement.•holistic judgements about achieving a level.• It is not intended as an assessment criteria checklist.
    • 68. Transforming lives through learningHow can SLT build capacity in staff to use theresource effectively?Workshop activity 2 – aims: To become familiar with specific sections of the literacy,numeracy, technologies and social studies guidance papers. To use reflective questions to examine practice developed forNAR. To provide feedback on how you could take this resourceforward in your establishment and how you think it could bedeveloped further.
    • 69. Transforming lives through learningWorkshop plan Professional Dialogue – 20 minutes Reporting - 5 minutes Intentions and suggestions – 5 minutes Plenary – 5 minutes
    • 70. Transforming lives through learningProfessional Dialogue – 20 minutes Appoint a time-keeper and 2 reporters for each table. Work in your group to examine the NAR exemplar inlight of the abbreviated guidance paper and reflectivequestions.
    • 71. Transforming lives through learningReporting activity - 5 minutes2 reporters to move to another table and report on howuseful you found the resource in terms of:The significant aspects of learning; breadth, challenge andapplication; the range of assessment evidence and making aholistic judgement for the curriculum area.Were you able to use it to reflect on ‘practice’?How could the resource be further developed?
    • 72. Transforming lives through learningIntentions and suggestions – 5 minutes Write an intention of how you could take theseresources and the ideas in them, forward in yourcontext. Share your intention(s) with the group. Any other suggestions?
    • 73. Transforming lives through learningPlenary – 5 minutesReview and reflectFeedbackIntentions and suggestions?
    • 74. Transforming lives through learning“…the most successful education systems do more than seek toattain particular standards of competence and to achieve changethrough prescription. They invest in developing their teachers asreflective, accomplished and enquiring professionals who havethe capacity to engage fully with the complexities of educationand to be key actors in shaping and leading educationalchange”.(Teaching Scotland’s Future, 2011, p.4)
    • 75. Transforming lives through learningwww.educationscotland.gov.uk
    • 76. Transforming lives through learningWhat Works?Children understand their learning.Children support each other’s learning.Teachers understand children’s learning.Teachers support each other.Leadership of schools – distributive leadership.Schools support each other.Partnership working.Role of assessment in supporting change and improvement.
    • 77. Transforming lives through learningAssessment – key messagesAssessment:1. Is integral to learning and teaching• involves all stakeholders, most importantly the learner• is ongoing, periodic, at times of transition1. Builds capacity in practitioners to make professionaljudgements underpinned by professional dialogue• assessment requires a variety of approaches generating a body ofquality evidence• assessment and moderation are integral to each other1. Is holistic and informative• has many purposes, the most important of which is to support thelearner journey• goes beyond KU alone to include skills, attributes and capabilities
    • 78. Transforming lives through learningModeration as part oflearning, teaching andassessmentTransforming lives through learning
    • 79. Transforming lives through learningPlanning A HeadYear Planning:Based on School Improvement PlansEs and OsAssessing progress and achievementCurriculum areasInterdisciplinary learningWider life of the schoolDesign principles
    • 80. Transforming lives through learningA Moderation ModelWith a colleague, work through the following process.
    • 81. Transforming lives through learningSpinePlanning Learning:Taken from year plan Learning Intentions Success CriteriaLearning and Teaching PedagogyAssessment Assessment for learning Evidence
    • 82. Transforming lives through learningThe Feedback LoopYear PlanningEs and OsAssessing Progress and AchievementPlanning Learning and TeachingLearning IntentionsSuccess CriteriaLearning and TeachingAssessment
    • 83. Transforming lives through learningThe Beating HeartCan they?Plan forward together – check back togetherDialogueCPD
    • 84. Transforming lives through learningThe first time you work through this with colleagues:Keep it simpleDiscuss at all stagesAspects may seem artificial but it gets you into the processIssues – beware of ‘ticking boxes’ and watch workload
    • 85. Transforming lives through learningAdding LimbsPlanning Learning and TeachingPlanned with appropriate peers, e.g. P2-4 for progressionInput from childrenOpportunities for breadth, challenge and applicationUse Assessing Progress and AchievementGrouping of experiences and outcomesacross the curriculum areas where relevantMust be natural – not contrived
    • 86. Transforming lives through learningLearning Intentions:Planned with peersPlanned with children and tailored to needsChild friendly language – do they understand?Success Criteria:Planned with peersPlanned with children and agreed with them – language appropriate?Linked to the quality in Es and Os or Assessing Progress and AchievementLinked to the 7 design principlesAdding Limbs
    • 87. Transforming lives through learningLearning and TeachingClassroom environmentCollaborative workSkills developmentIntellectual Challenge7 design principlesOngoing discussion and engagement with childrenInput from/role of parentsAdding Limbs
    • 88. Transforming lives through learningAssessmentAssessment for learningPeer and self-assessment by childrenLink back to: success criteria Es and Os – grouped? Assessing Progress and Achievement/significant aspects of learning- ‘Can they?’ How much and how well? Evidenced by say, write, make,do.- Variety of assessment approaches- Proportionate and manageable – samplingAdding Limbs
    • 89. Transforming lives through learningThe Feedback LoopYear PlanningEs and OsAssessing Progress and AchievementPlanning Learning and TeachingLearning IntentionsSuccess CriteriaLearning and TeachingAssessment
    • 90. Transforming lives through learningThe Feedback Loop Continued.. Does the evidence meet the quality required? Share the “feedback loop” with children – agree strengths and next steps Share the “feedback loop” and agree standards with colleagues – valid and reliable? Feedback to and support from parents Profiling undertaken by children from the learning and evidence gathered Display work aligned to success criteria and Es and Os/significant aspects of learning Evidence to be retained – manageable Share with other colleagues – peers, Head Teacher/Depute Head Teacher, authority– sampling Evidence for reporting – proportionate!
    • 91. Transforming lives through learningNext StepsReflection:Breadth, challenge and application in future learning from the aboveexperience and evidence of outcomes. Amend/update year plan.Over the year this gives a building and clear picture of childrenachieving aspects of work and of their progression related to theyear plan (as amended on an ongoing basis).
    • 92. Transforming lives through learningProfessionalJudgementBreadth, ChallengeAnd Application HolisticNot Tick BoxSupported ByModerationPre-requisite To EnsuringSuccessful ProgressionSignificant AspectsOf LearningBody OfEvidenceRange Of EvidenceThis is moderation at a more global scale in terms of a young person. Itshould, at times, involve dialogue with colleaguesAchieving a Level?
    • 93. Transforming lives through learningTeacher is able to say with confidence“he/she can” and, as necessary,can say that a level has been achieved.
    • 94. Transforming lives through learningThe Beating HeartCan they?Plan forward together – check back togetherDialogueCPD
    • 95. Transforming lives through learningThe Beating HeartThus:Moderation is integral to learning, teaching and assessmentThe learner is central to the processModeration quality assures the assessmentModeration checks the validity and reliability of assessmentModeration supports profiling and reportingModeration is fundamental to the whole process
    • 96. Transforming lives through learningFinally and Importantly…Moderation is for EVERY BODYAnd the beat goes on….This is an on-going process. There is a need formoderation with and for children and youngpeople next year and the year after……
    • 97. Transforming lives through learningNational Quality Assurance GroupCatherine LawsonDevelopment OfficerAssessment, Qualifications, Quality Assurance andModeration teamCatherine.Lawson@educationscotland.gov.uk
    • 98. Transforming lives through learningQuality Assuring Projects for NARQuestion:What is quality?
    • 99. Transforming lives through learningQuality Assurance….."Quality is never an accident; it is always the result of highintention, sincere effort, intelligent direction and skillfulexecution; it represents the wise choice of manyalternatives" - William A. Foster
    • 100. Transforming lives through learningNational Quality Assurance GroupOur intention……..• Create a quality National Assessment Resource• Raise standards in learning, teaching and assessment• Positively impact on the learning experience of ourlearners through• Increasing engagement• Raising attainment and achievement• Improving outcomes for all• Build professional judgement and capacity• Develop a rigorous, robust, credible assessment system
    • 101. Transforming lives through learningNQAG – who, why, how?• National representation – school, authority, ESand other relevant partners…• Knowledge, experience, commitment…• Recommendations,expressions of interest,invitation…
    • 102. Transforming lives through learningNQAG –what happens?• Trained NQAG members selected• Chair and facilitator identified• Participants identified• Projects matched to groups (ensure group members do notreview projects from their own authority)• Each group member is given one project to lead on (thougheach member will be familiar with all projects being reviewed)• Projects are reviewed / discussed / assessed in relation to setcriteria• Overall decisions agreed and feedback / next steps identified• Publication on National Assessment Resource in response toNQAG decision
    • 103. Transforming lives through learningNAR Projects – Criteria for AssessmentInnovation Fund• Context• Moderation processes• Level of innovation• Impact of project• Sustainability• Leadership• Review and Reflect• Quality of evidence• Value• Readability
    • 104. Transforming lives through learningNQAG – feedback and overall decisions• Suggested edits / changes• Overall decision:• Quality marked……..not to progress to NAR• Feedback and next steps
    • 105. Transforming lives through learningNQAG – overall decisions• 4 = Quality Marked• 3 = Could be Quality Marked with minor edits. Canprogress to NAR• 2 = Not of sufficient quality to be Quality Marked butcan progress to NAR• 1 = Not to progress to NAR
    • 106. Transforming lives through learningIn addition to scoring well against the agreed criteriaQuality Marked projects demonstrate:•Commitment•Focus•Desire to improve teaching and learning•Thorough understanding of CfE•That special something….
    • 107. Transforming lives through learningQA and Moderation in a local contextLocal Quality Assurance Overview Group (LQAOG) reviewingprojects for Local Assessment Resource:• Coherence (amongst the Es and Os selected)• Articulation (between selected Es and Os, learningintentions and success criteria)• Planned learning, teaching and assessment (do they allow forbreadth, challenge and application of learning?)• Assessment evidence (has a body of quality evidence beenproduced through the use of a range of assessment strategies?)• Feedback and evaluation
    • 108. Transforming lives through learningQA and Moderation in a school contextSQAG – Subject Quality Assurance Group• Coherence (amongst the Es and Os selected)• Articulation (between selected Es and Os, learning intentions andsuccess criteria)• Quality of planned learning experiences• Opportunities for breadth, challenge and application of learning• Range and quality of assessment evidence• Judgements made from evidence as to progress in learning• Quality of feedback to learners on progress, achievement and nextsteps
    • 109. Transforming lives through learningHow to ensure quality and confidence inassessment “ A national systemfor quality assuranceand moderation for3-18 will bedeveloped to supportteachers in achievingconsistency andconfidence in theirprofessionaljudgements”(Building the Curriculum 5: A framework forassessment, p4)
    • 110. Transforming lives through learningQuality Assurance and Moderation – keymessagesQA and Moderation:1. Is a collaborative process involving all stakeholders (most especiallythe learner)2. Is the means by which we develop a shared understanding3. Ensures a rigorous and robust system4. Is integral to every stage of:1. Planning2. Learning and Teaching3. Assessment4. Feedback and evaluation5. Provides opportunities for feedback and planning for improvement6. Should be an on-going, sustainable process by which we raisestandards and expectations
    • 111. Transforming lives through learningComing together is a beginning;keeping together is progress;working together is success.Henry FordA final thought……
    • 112. Conference Themes and Agreed NextStepsBruce Robertson, OBE.ADES/Scottish Government

    ×