Collaborating for coherence in CPD: Developing the SQA Academy   Presenter: Dr Brendan Tierney, SQA
The context for CPD in SQA <ul><li>  6,000 are teachers </li></ul><ul><li>  15,000 appointees </li></ul><ul><li>560 SQA st...
The context <ul><li>Pace and nature of change e.g. AifL, Curriculum for Excellence, CAA </li></ul><ul><li>Recognition of t...
<ul><li>“ The basic premise underlying any good assessment system is that it should do no harm and as much good as possibl...
<ul><li>“ When decisions need to be made about when and how assessment techniques can be used the lack of fundamental unde...
Assessment as it is carried out is a barrier to learning <ul><li>“ I didn’t say SQA  is  the forces of darkness, I said it...
Assessment is all about memorisation
Activity 1 <ul><li>How well do the following statements reflect </li></ul><ul><li>your views and experiences? </li></ul><u...
Aim of the SQA Academy <ul><li>To extend and enhance the training and development opportunities available to all those tha...
 
 
The SQA Academy <ul><li>How we decide what courses to develop: </li></ul><ul><ul><li>Relates to general assessment issues ...
Coherence <ul><li>Linking what we offer to appointees with what we offer to teachers </li></ul><ul><li>Linking appointee t...
How do we create courses?
SQA Academy Approach Face-to-face workshop activities Online reflective tasks Online introductory coursework
Circle 1 – Online tasks
Circle 2 – face to face tasks
Circle 3 – online reflective discussion
Course Creation <ul><li>Content Authors are requested  </li></ul><ul><li>to provide:  </li></ul><ul><li>Content for online...
Course creation and delivery Face to Face Workshop Materials Notes for Tutors Designated Course Tutors Course Participants...
Course Delivery <ul><li>Designated Course Tutors are: </li></ul><ul><li>Selected by Local Authorities </li></ul><ul><li>Tr...
Discussion <ul><li>Have we got it right? </li></ul>
Contact details <ul><li>Dr Brendan Tierney </li></ul><ul><li>Email:  [email_address] </li></ul><ul><li>Phone:  0131 561 69...
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'Working with others towards greater coherence in CPD.' (National Education Conference, 28 May 2009)

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'Working with others towards greater coherence in CPD.' Scottish Qualifications Authority (SQA), Workshop 14, GTC Scotland National Education Conference, 28 May 2009.

In this workshop we explore the steps taken by SQA to enhance teachers' understanding of the assessment process by providing CPD.

A key feature of the approach taken was to link with local authorities and key education agencies such as GTCS and LT Scotland. This was to ensure that the training being offered fitted a coherent model both practically and conceptually.

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  • 'Working with others towards greater coherence in CPD.' (National Education Conference, 28 May 2009)

    1. 1. Collaborating for coherence in CPD: Developing the SQA Academy Presenter: Dr Brendan Tierney, SQA
    2. 2. The context for CPD in SQA <ul><li> 6,000 are teachers </li></ul><ul><li> 15,000 appointees </li></ul><ul><li>560 SQA staff </li></ul><ul><li> 160,000 candidates </li></ul><ul><li>750, 000 exam scripts </li></ul>
    3. 3. The context <ul><li>Pace and nature of change e.g. AifL, Curriculum for Excellence, CAA </li></ul><ul><li>Recognition of the need for better training of staff and appointees </li></ul><ul><li>Demand from teachers for more/better understanding of what SQA do </li></ul><ul><li>Anticipation of enhanced role for teachers in future assessment regimes </li></ul><ul><li>Current views on assessment </li></ul>
    4. 4. <ul><li>“ The basic premise underlying any good assessment system is that it should do no harm and as much good as possible” </li></ul><ul><li>(Paul Black, House of Commons Seminar, April 2007) </li></ul>Assessment can be harmful
    5. 5. <ul><li>“ When decisions need to be made about when and how assessment techniques can be used the lack of fundamental understanding of the purposes may lead to confusion and ultimately to rejection of the techniques” </li></ul><ul><li>Changing Assessment Practice. Assessment Reform Group 2008 </li></ul>Assessment is confusing
    6. 6. Assessment as it is carried out is a barrier to learning <ul><li>“ I didn’t say SQA is the forces of darkness, I said it is one of the forces of darkness” </li></ul><ul><li>( Professor X at the Faculty of Education at the University of Strathclyde ) </li></ul>
    7. 7. Assessment is all about memorisation
    8. 8. Activity 1 <ul><li>How well do the following statements reflect </li></ul><ul><li>your views and experiences? </li></ul><ul><li>Assessment is harmful to learning </li></ul><ul><li>Because assessment is confusing teachers are wary of being flexible with it. </li></ul><ul><li>It’s the way SQA operates assessment that creates problems for learners and teachers </li></ul><ul><li>Assessment is all about memorisation </li></ul>
    9. 9. Aim of the SQA Academy <ul><li>To extend and enhance the training and development opportunities available to all those that contribute to the SQA assessment process, including SQA staff, appointees and teachers </li></ul>
    10. 12. The SQA Academy <ul><li>How we decide what courses to develop: </li></ul><ul><ul><li>Relates to general assessment issues </li></ul></ul><ul><ul><li>Relates to appointee training </li></ul></ul><ul><ul><li>Reflects the stated needs of others groups </li></ul></ul>
    11. 13. Coherence <ul><li>Linking what we offer to appointees with what we offer to teachers </li></ul><ul><li>Linking appointee training to the GTCS Professional Recognition framework </li></ul><ul><li>Developing joint courses with other national agencies: Scotland's Colleges, LT Scotland, GTCS (Learning Connections) </li></ul><ul><li>Participating in national CPD Network </li></ul><ul><li>Linking summative assessment to learning </li></ul><ul><li>Promoting good assessment practices </li></ul><ul><li>Encouraging discussion about assessment on online forums </li></ul>
    12. 14. How do we create courses?
    13. 15. SQA Academy Approach Face-to-face workshop activities Online reflective tasks Online introductory coursework
    14. 16. Circle 1 – Online tasks
    15. 17. Circle 2 – face to face tasks
    16. 18. Circle 3 – online reflective discussion
    17. 19. Course Creation <ul><li>Content Authors are requested </li></ul><ul><li>to provide: </li></ul><ul><li>Content for online section </li></ul><ul><li>Content for face-to-face activities </li></ul><ul><li>Guidance for Course Tutors. </li></ul>
    18. 20. Course creation and delivery Face to Face Workshop Materials Notes for Tutors Designated Course Tutors Course Participants Hosted on SQA Academy Have access Have access No access No access Deliver Training Create Create Online Training Materials SQA Business Area SQA Academy Team Discuss Course Needs Nominate Subject Specialist Issues Contract Create Author Have access Have access
    19. 21. Course Delivery <ul><li>Designated Course Tutors are: </li></ul><ul><li>Selected by Local Authorities </li></ul><ul><li>Trained in “effective online course delivery” </li></ul><ul><li>Have access to hidden “activity library” </li></ul><ul><li>Able to set up groups and deliver without SQA staff. </li></ul>
    20. 22. Discussion <ul><li>Have we got it right? </li></ul>
    21. 23. Contact details <ul><li>Dr Brendan Tierney </li></ul><ul><li>Email: [email_address] </li></ul><ul><li>Phone: 0131 561 6926 </li></ul><ul><li>SQA Academy </li></ul><ul><li>Website: www.sqaacademy.org.uk </li></ul><ul><li>Email: [email_address] </li></ul>

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