Event 3 Lp Presentation

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2008 presentation to SSAT workshop on assessment in the curriculum

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  • Main heading - Arial (bold) 24pt Body copy heading – Arial (bold) – 18pt Body copy – Arial (normal) – 18pt All images should be on the left hand side in line with the bullet points and text Where there are images, text should be kept to a minimum
  • Event 3 Lp Presentation

    1. 1. The New Secondary Curriculum SSAT Curriculum Innovation – Event 3 Simon Warburton
    2. 2. Welcome <ul><li>Starter!!!! </li></ul><ul><li>Write down one word, on the card provided, of what assessment means to you……… </li></ul>
    3. 3. <ul><li>How does your response to the new National Curriculum create opportunities to redesign assessment? </li></ul><ul><li>Refamiliarise ourselves with the statutory aims of the NC </li></ul><ul><li>Successful Learners </li></ul><ul><li>Confident Individuals </li></ul><ul><li>Responsible Citizens </li></ul><ul><li>Explore what assessment means NOW and what it SHOULD mean in the near future </li></ul><ul><li>Open forum for sharing ideas on assessment and feeding those “back up the chain” Teacher Voice </li></ul>Session Aims
    4. 4. Not on the test <ul><li>Go on to sleep now, third grader of mine. </li></ul><ul><li>The test is tomorrow but you'll do just fine. </li></ul><ul><li>It's reading and math, forget all the rest. </li></ul><ul><li>You don't need to know what is not on the test. </li></ul><ul><li>Each box that you mark on each test that you take, </li></ul><ul><li>Remember your teachers, their jobs are at stake. </li></ul><ul><li>Your score is their score, but don't get all stressed </li></ul><ul><li>They'd never teach anything not on the test. </li></ul><ul><li>The School Board is faced with no child left behind </li></ul><ul><li>With rules but no funding, they’re caught in a bind. </li></ul><ul><li>So music and art and the things you love best </li></ul><ul><li>Are not in your school ‘cause they’re not on the test. </li></ul><ul><li>Sleep, sleep, and as you progress </li></ul><ul><li>You’ll learn there’s a lot that is not on the test. </li></ul><ul><li>Debate is a skill that is useful to know, </li></ul><ul><li>Unless you’re in Congress or talk radio, </li></ul><ul><li>Where shouting and spouting and spewing are blessed </li></ul><ul><li>'Cause rational discourse was not on the test. </li></ul><ul><li>Thinking's important. It's good to know how. </li></ul><ul><li>And someday you'll learn to but someday's not now. </li></ul><ul><li>Go on to sleep, now. </li></ul><ul><li>You need your rest. </li></ul><ul><li>Don't think about thinking. It's not on the test. </li></ul><ul><li>Not On The Test Sung by Tom Chapin Written by John Forster & Tom Chapin © 2008 Limousine Music Co. & The Last Music Co. </li></ul>
    5. 5. <ul><li>Common Inspection Framework sets out areas in which inspectors evaluate provision in schools </li></ul><ul><li>It has many elements to it but with particular reference to assessment….. </li></ul><ul><li>The extent to which the curriculum matches the learners’ needs and builds on prior attainment and experience </li></ul><ul><li>How the curriculum meets external requirements and is responsive to local circumstances </li></ul><ul><li>Suitability and rigour of assessment in planning and monitoring learners’ progress </li></ul><ul><li>Extent to which curricular activities contribute to learners enjoyment and achievement </li></ul>The way forward – measuring progress (Ofsted)
    6. 6. Expectations of schools - curriculum <ul><li>Ensure that it meets the needs of all learners and enables them to achieve high standards </li></ul><ul><li>Constantly seek to improve the curriculum </li></ul><ul><li>Take full advantage of flexibilities to meet learners needs </li></ul><ul><li>Check that it builds on what learners know and can do </li></ul><ul><li>Make links across and between subjects and aspects </li></ul><ul><li>Allow choice and scope for personalisation </li></ul><ul><li>Ensure that it is taught by specialists who know how to turn misconceptions into learning opportunities……students make rapid progress </li></ul>
    7. 7. <ul><li>What do you think Ofsted want in a schools’ assessment system? </li></ul><ul><li>In groups discuss ideas and note them down onto Resource Sheet One. </li></ul><ul><li>10 mins for discussion </li></ul><ul><li>Feedback main findings </li></ul>Activity One
    8. 8. <ul><li>Start with teachers understanding that the smallest interaction with students is an important part of their assessment </li></ul><ul><li>Use “small pieces” (answers, misunderstandings and enthusiasms) to build a clear account of what they can do and need to do next </li></ul><ul><li>Involve the pupil </li></ul><ul><li>Link with other adults assessment of the pupil in other areas </li></ul><ul><li>Demonstrate awareness of the importance of what the pupil does outside of school </li></ul><ul><li>Provide regular feedback to the parent or carer </li></ul><ul><li>Be expressed in terms of national assessment levels but also go beyond this </li></ul><ul><li>Recognise that each pupil is unique and should be assessed with sensitivity and respect </li></ul>Activity One – What Ofsted are looking for
    9. 9. Activity Two – When were you last assessed? <ul><li>Some key questions to help your discussion….. </li></ul><ul><li>When were you last assessed? </li></ul><ul><li>How were you assessed? </li></ul><ul><li>How did the assessment/process make you feel? </li></ul><ul><li>Did it help you develop – did you know what you needed to do next? </li></ul><ul><li>How would you do it differently? </li></ul><ul><li>10 mins then we will feedback </li></ul>
    10. 10. Ofsted – the most common finding: <ul><li>‘ Assessment does not sufficiently inform teaching and learning.’ </li></ul><ul><li>so… </li></ul><ul><li>what shall we do to change this finding? </li></ul>
    11. 11. Evaluating impact Accountability measures To secure Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Civic participation Healthy lifestyle choices Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development PSHE PW EW+FC PE Mu MFL RE SC Ma ICT Hi Ge En D & T Ci A & D The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components Every Child Matters outcomes Focus for learning Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg big ideas that shape the world Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe, healthy and fulfilling lives The curriculum aims to enable all young people to become Statutory expectations Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self-esteem and commitment to their learning Personalised - offering challenge and support to enable all learners make progress and achieve Assessment uses a wide range of evidence to e ncourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well-matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences Environment Routines Locations Lessons Learning outside the classroom Events Extended hours The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components Every Child Matters outcomes Focus for learning Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg big ideas that shape the world Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe, healthy and fulfilling lives The curriculum aims to enable all young people to become Statutory expectations Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self-esteem and commitment to their learning Personalised - offering challenge and support to enable all learners to make progress and achieve Assessment uses a wide range of evidence to e ncourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well matched to learning need eg use of time, space, people, materials Relevant, purposeful and for a range of audiences PSHE PW EW+FC PE Mu MFL RE SC Ma ICT Hi Ge En D & T Ci A & D Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development Environment Routines Locations Lessons Learning outside the classroom Events Extended hours Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? To make learning and teaching more effective so that learners understand quality and how to improve Involves the whole school community eg learners, parents, teachers, employers, governors Chooses assessment fit for purpose Creates a continuous improvement cycle Uses a wide range of measures , both qualitative and quantitative Uses ‘critical friends’ to offer insights and challenge assumptions Uses information intelligently to identify trends and clear goals for improvement Looks at the whole child eg curriculum aims, progress in skills, subjects and dimensions Uses a variety of techniques to collect and analyse information
    12. 12. Key assessment questions <ul><li>Learners and teachers reflecting, evaluating and planning together: </li></ul><ul><ul><li>what have you learnt so far? (Q1) </li></ul></ul><ul><ul><li>how can we build on your success so you can make more progress and feel more successful? (Q1) </li></ul></ul><ul><ul><li>what do you want to achieve next? (Q1) </li></ul></ul><ul><ul><li>what do you need to do and experience in order to learn and achieve it? (Q2) </li></ul></ul><ul><ul><li>how would you like to go about learning it? (Q2) </li></ul></ul><ul><ul><li>how can we (teachers, parents, mentors) help you to learn it? (Q2) </li></ul></ul><ul><ul><li>how will you know you’re succeeding? (Q3) </li></ul></ul>
    13. 13. NOW Some features of the current assessment system Assessment expertise external to classroom and school systems Separation of day-to-day assessment from national standards Assessments seen as reliable because external to the school Teachers reliant on short tests for evidence of achievement National standards communicated through test scores Progress is articulated through numbers (5, a/b/c , 6) High value assessments at the end of stages, not useful for individual progress Dominant assessment techniques are specific events rather than part of daily teaching and learning
    14. 14. Teacher and pupil perspectives NOW Teacher/pupil We do a lot of practising for the tests We do other activities like drama and D&T when we have done our work for the tests Some of us are better at tests, some of us can’t show our best in them My family always wants to know what level I’m at, not what I’m good at We have to give levels to pupils once a term, whether they’ve progressed or not The test scores do not always reflect what I know of pupils’ performance I raise test scores by training pupils thoroughly for them I try to ‘second guess’ what will be in the tests The test scores of my pupils’ affect my performance management judgments
    15. 15. What should a new assessment system look like? <ul><li>Activity Three: in groups discover the features that a new assessment system could possible have. </li></ul>
    16. 16. Features of a possible future system Effective strategies for day-to-day assessment Flexible approach to assessment and based on broad range of evidence Students involved in process and see it as a positive experience Guaranteeing standards through checks by experts Expertise in assessment is recognised in professional development Takes a holistic view of the pupil – celebrates what they do outside of school, meet aims of curriculum and PLTS Finds a way to develop PLTS and make pupils aware of their progress Consistent application of school policies in Assessment for Learning Assessment plays a key role in whole route of SOW and ultimately influences planning
    17. 17. Teacher and pupil perspective of a future system I know that my colleagues share the same expectations I am supported by my school systems and by assessment experts My teacher gives me feedback which helps me progress day by day I do different tasks to show what I can do I know how I am progressing and what to focus on next… … and my family knows it so they help me too When I move class my new teacher understands where I am and what I need to do next I build my knowledge of my pupils into my planning and teaching I know my pupils’ strengths and areas for development I recognise learning and achievement in the classroom I understand national standards in detail My pupils make faster progress than they used to
    18. 18. Changing the assessment system Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Using national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests/tasks from national sources Day-to-day Periodic Transitional
    19. 19. Discussion points- System Change <ul><li>What are the implications for assessment? </li></ul><ul><li>What changes to schools’ assessment systems and planning might this involve? </li></ul><ul><li>What changes in mindset need to accompany the changes in assessment systems for them to have the maximum impact? </li></ul><ul><li>What are the challenges for changing the assessment culture in schools? </li></ul>
    20. 20. Activity Four – Real Life Illustrations <ul><li>Think of an example of where assessment has worked really well in your school? </li></ul><ul><li>What were you trying to achieve? </li></ul><ul><li>How do you organise it? </li></ul><ul><li>How well do you know you are achieving the aims? </li></ul><ul><li>10 min discussion and then feedback key thoughts </li></ul>
    21. 21. Teacher Voice <ul><li>What 5 thoughts would you like to come out of this meeting and go straight back to QCA? </li></ul>
    22. 22. Homework – AfL audit <ul><li>Use the sample audit activity with a number of staff from your school and a number of students. </li></ul><ul><li>What does it tell you about assessment in your setting? </li></ul><ul><li>Are there any specific areas on which you need to build? </li></ul>
    23. 23. Last thoughts…….. <ul><li>If I asked you again for one word on what assessment should mean what would you say???? </li></ul><ul><li>Evaluation forms </li></ul><ul><li>Next sessions dates </li></ul>

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