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Partnership in Assessment for Curriculum for Excllence
 

Partnership in Assessment for Curriculum for Excllence

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Presented at the 2010 Scottish Teachers Education Committee Conference by Carolyn Hutchison, Learning and Teaching Scotland

Presented at the 2010 Scottish Teachers Education Committee Conference by Carolyn Hutchison, Learning and Teaching Scotland

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  • This seminar will explore the key messages from 'Building the Curriculum 5: A Framework for Assessment', and implications for professional practice in assessment in pre-school centres, schools and colleges. In particular, it will consider assessment from the perspective of the learning partnerships needed to make it work effectively for young people: between staff and learners, amongst learners, amongst staff, between staff and families, and amongst establishments and agencies involved in young people's learning. It will also consider issues of assessment and accountability, and the ways in which partnerships amongst policy-makers, national agencies and local authorities might help to ensure that assessment information is used effectively to inform improvement planning, and thus to raise achievement and to meet the needs of all stakeholders in the wider learning community.  
  • Emphasise responsibility and autonomy of practitioners Practitioners are best-placed to be making judgements about progress and achievement Building on very good work over past several to establish AfL in our establishment Those present have been selected on the basis of the very good practice in L, N or HWB in their establishments
  • A standard is something against which we measure performance The Es & Os describe the knowledge, understanding, skills and attributes expected
  • Building trust in teachers’ judgements is a considerable challenge for everyone, including teachers themselves as well as partners in the wider community. It will involve changing mindsets and some deeply embedded practice and beliefs about assessment, and therefore using what we have learned about change in Scotland as basis for determining how to tackle the process. It is now fully recognised in Scotland that dialogue, discussion, reflection and collegiate working as part of the change process will be crucial to its success and sustainability. Teachers need to take professional ownership of assessment for the new curriculum. Practices will need to involve: Working together from the guidance provided to plan learning, teaching and assessment Building on existing standards, expectations and practice Engaging with colleagues to share and confirm expectations, which is what we’re doing today (setting up work to ensure that people are able to work together in groups within and across establishments, so that they can share their ideas)

Partnership in Assessment for Curriculum for Excllence Partnership in Assessment for Curriculum for Excllence Presentation Transcript

    • STEC CONFERENCE 2010
    • PARTNERSHIP IN ASSESSMENT
    • FOR CURRICULUM FOR EXCELLENCE
  • BtC5: A Framework for Assessment LEARNER responsible citizens successful learners effective contributors confident individuals skills for learning, life and work health and wellbeing literacy numeracy 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 evidence
    • Reflect 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