Priorities in BtC 5 grouped under eight key ideas None entirely new but all given additional prominence Should be used to shape assessment processes that will meet the needs of CfE
Active engagement of learner a key feature of CfE Key elements are: Teachers sharing learning intentions Indicating what is a good measure of success Learners need early and accurate feedback and chance to discuss this with teachers Further than this learners should be involved in choosing assessment approaches and selecting the evidence To do this learners need to be able to evaluate their own work effectively
Learners need to demo knowledge, understanding and skill This requires a range of evidence drawn from a range of assessment approaches Teachers should chose assessment approaches in discussion with learners that are best suited to learners’ circumstances and the requirements of a specific assessment.
As far as possible, all assessments should: Evaluate success across a range of experiences and outcomes Demonstrate the ability to: respond to the level of challenge presented apply the knowledge in circumstances other than those in which it was acquired Breadth – connections across outcomes Challenge – depth: more than the acquisition of knowledge Application – the ability to turn knowledge to practical effect
CfE identifies the four contexts as: Learning within curriculum areas Interdisciplinary learning Ethos and life of the school as a community Broader opportunities for achievement in the outside world ‘ Schools expected to recognise and celebrate all aspects of achievement and help young people to present a comprehensive view of their accomplishments.’
Essential that common, in-depth understanding of standards in Es and Os and qualifications should be shared by teachers and all with an interest in the education system. Professional dialogue is central to the creation of this understanding
Need to be able to assess understanding, skills and personal qualities as well as knowledge. ‘ In many cases this means using innovative approaches that give greater validity while preserving the standards of reliability of more traditional forms of assessment’.
‘ Comment should be made on those aspects of learning that are important, not merely on those that are easy to measure.’ ‘ Reporting should be regular and is particularly important at points of transition…’ ‘ It is also important that reporting activity should be proportionate and not unnecessarily burdensome.’
Emphasis on the importance of QA at an establishment level to ensure that assessment is: Fit for purpose Valid and reliable Takes account of national standards Focuses on breadth, challenge and application Promotes active learner engagement