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Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
Tb.session3.assessing progress and achievement
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Tb.session3.assessing progress and achievement

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  • Phase 1
    Suite of resources which includes
    Overarching paper
    Additional advice - professional learning in curriculum areas
    Progression grids (in some areas)
  • Well laid out
    Annotations sitting alongside evidence
  • Transcript

    • 1. www.educationscotland.gov.uk Assessing progress and achievement AHDS Conference March 2014
    • 2. Transforming lives through learning Purpose  An overview of the Professional Learning Resource  Progress to date  Key messages delivered
    • 3. Transforming lives through learning Support professional practice in assessing progress and achievement of a level within the broad general education quality assurance and moderation activities and approaches to managing assessment progression in the significant aspects of learning in each curriculum area Purpose of the Professional Learning Resource
    • 4. Transforming lives through learning The suite of resources
    • 5. Transforming lives through learning Suite of resources
    • 6. Transforming lives through learning Overarching Paper – generic advice  How Should I Plan for Assessment? NAR Flowchart  What are Significant Aspects of Learning?  What Does Progression Look Like?  Breadth, Challenge and Application  How Do I Make Holistic Judgements About Achieving a Level?  How Can We Monitor and Track Progress?  Responsibility of All Published December 2013
    • 7. Transforming lives through learning Curriculum Papers  A description of the significant aspects of learning within that area of the curriculum  An outline of what breadth, challenge and application look like within the area of the curriculum  Information on planning for progression through curriculum levels, using breadth challenge and application  Information on monitoring and tracking progress and achievement in that area of the curriculum Almost all published – target date end of February
    • 8. Transforming lives through learning Progression Frameworks  Identifies for each level a body of knowledge and understanding and related skills, as detailed in the experiences and outcomes  Describes progression within the significant aspects of learning Draft by end of February – final April: http ://www.educationscotland.gov.uk/learningteachingandassessment/assessment/progressandachievement/professi onallearningresource/progressiongrids/assessingprogressandachievementtables.asp
    • 9. Transforming lives through learning Early insights….. Annotated exemplars
    • 10. Transforming lives through learning Annotated Exemplars  Early insights published June 2013  Fourth level – Early Insights April 2014  Early to fourth level – June 2014
    • 11. Transforming lives through learning Monitoring and Tracking Progress in the Broad General Education  Processes should be manageable and sustainable  Focus should be on information that supports discussions about planning, learning, teaching and assessment  Staff working together to reach a shared understanding of what good progress and achievement looks like  Important to avoid approaches which suggest a linear approach (such as D,C,S) Published December 2013
    • 12. Transforming lives through learning
    • 13. Transforming lives through learning Tackling Bureaucracy Assessment judgements, particularly within broad general education but also in the senior phase of CfE, should be based on evidence drawn mainly from day-to- day teaching and learning. Tracking pupil progress and moderation is important; however, there is no need to produce large folios of evidence to support this. Assessment within CfE is based on the exercise of professional judgement.
    • 14. Transforming lives through learning Monitoring and Tracking Paper Class teachers and/or the adult who knows a learner well could track information in relation to: • a range of evidence of learners’ work to give an overview of progress • coverage of contexts/topics/activities/skills • range of personal achievement activities • using an appropriate approach to indicate how well individual learners in a class group are progressing in relation to the significant aspects of learning.
    • 15. Transforming lives through learning Significant Aspects of Learning
    • 16. Transforming lives through learning
    • 17. Transforming lives through learning Achieving a level • Has achieved a breadth of learning across almost all of the experiences and outcomes for a level, including significant aspects of the curriculum area • Has responded consistently well to the level of challenge set out in these experiences and outcomes • Has moved forward to more challenging learning in some aspects: and • Has applied what he/she has learned in new and unfamiliar contexts
    • 18. Transforming lives through learning What are Significant Aspects of Learning? Within the context of assessing progress and achievement in the Broad General Education, the phrase significant aspects of learning refers to the core learning, based on bundles of related experiences and outcomes, which can be planned for and against which learners’ progress can be tracked periodically.
    • 19. Transforming lives through learning To ensure coherence, the development of significant aspects of learning have been informed by:  the rationale underpinning the curriculum area identified in the relevant Principles and Practice paper  key aims of learning outlined in the relevant Principles and Practice paper  the organisation and structure of the statements of experiences and outcomes. Therefore, the form and nature of the significant aspects of learning differs across the curriculum areas because they reflect the structure, content and underpinning rationale of the relevant curriculum area.
    • 20. Transforming lives through learning Key features of significant aspects of learning  brings together a coherent body of knowledge and understanding and related skills, as detailed in the experiences and outcomes  is common to all levels from early to third  can provide sound evidence of learning in accord with the principles of Building the Curriculum 5: A Framework for Assessment  supports the practice of holistic (‘best fit’) assessment  can be effectively used to inform assessment of progression within a level and achievement of a level  can be readily used to plan further progression within a level and from one level to the next.
    • 21. Transforming lives through learning Workshop 2

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