Outstanding Formative Assessment – its impact upon Ofsted for Jan 2012
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Outstanding Formative Assessment – its impact upon Ofsted for Jan 2012

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  • Inspectors will be focusing on …Teachers’ planning and implementing of learning activities across the whole curriculum, as well as marking, assessment and feedback. It comprises activities within and outside the classroom, such as support and intervention.It is essential that inspectors use a wide range of evidence to judge how well teaching impacts on pupils’ learning and progress

Outstanding Formative Assessment – its impact upon Ofsted for Jan 2012 Outstanding Formative Assessment – its impact upon Ofsted for Jan 2012 Presentation Transcript

  • Outstanding formative assessment – Its impact uponOfSTED judgements on teaching Jane Harrison January 2012
  • The Importance of Teaching• Teaching is evaluated in terms of its impact on teaching and progress• Inspectors gathering evidence in addition to lesson observations to provide information about what impact teaching has on learning over time, for example: - discussions with pupils about their work - analysis of school records - scrutiny and analysis of pupils’ work There is a greater focus on:  Formative assessment during lessons to support learning  Teaching of reading and developing literacy skills including observation of small group sessions across the curriculum …from the previous framework.
  • Quality of TeachingThe extent to which teachers’ How well teaching enables The extent to which wellexpectations, reflected in their pupils to develop skills in judged and effectiveteaching, planning, including reading, writing, teaching strategiescurriculum planning, are communication and successfully engage pupils insufficiently high to extend the mathematics their learningprevious knowledge, skills andunderstanding of all pupils in a The extent to which The quality of teaching and other teachers secure high qualityrange of lessons and activities support provided for pupils with a learning by settingover time . range of aptitudes and needs, challenging tasks that areHow well teachers use their including those with special matched to pupils’ specificexpertise, including subject educational needs and/or learning needsknowledge, to develop pupils’ disabilities, so that their learningknowledge, skills and improves How well pupils understand howunderstanding across a range to improve their learning as aof subjects and areas of result of frequent, detailed, QUALITY OF TEACHINGlearning accurate feedback from teachers following assessment of learningThe extent to which teachers enthuse, The extent to which teachersengage and motivate pupils to learn enable pupils to learn forand foster curiosity and enthusiasm for themselves, where appropriate,learning including setting appropriateThe extent to which the pace and depth of homework to develop theirlearning are maximised as a result of understandingteachers’ monitoring of learning during The extent to which teachers’lessons and any consequent actions in questioning and use of discussionresponse to pupils’ feedback promotes learning
  • OFSTED Evaluation Schedule: The Quality of Teaching SATISFACTORY (3):Teaching results in most pupils, and groups of pupils, currently in the school making progress that isbroadly in line with that made by pupils nationally with similar starting points. There is likely to besome good teaching and there are no endemic inadequacies in particular subjects, across yeargroups or for particular groups of pupils. Teachers’ expectations enable most pupils to work hard andachieve satisfactorily and encourage them to make progress. Due attention is often given to thecareful assessment of pupils’ learning but this is not always conducted rigorously enough and mayresult in some unnecessary repetition of work for pupils and tasks being planned and set that do notfully challenge. Teachers monitor pupils’ work during lessons, picking up any general misconceptionsand adjust their plans accordingly to support learning. These adaptations are usually successful butoccasionally are not timely or relevant and this slows learning for some pupils. Teaching strategiesensure that the individual needs of pupils are usually met. Teachers carefully deploy any availableadditional support and set appropriate homework and these contribute reasonably well to thequality of learning for pupils, including those with special educational needs. Pupils are informedabout the progress they are making and how to improve further through marking and dialogue withadults that is usually timely and encouraging. This approach ensures that most pupils want to workhard and improve. Communication skills including reading and writing, and mathematics may betaught inconsistently across the curriculum.
  • OFSTED Evaluation Schedule: The Quality of Teaching GOOD (2):As a result of teaching that is mainly good, with examples of outstanding teaching, most pupils andgroups of pupils, including disabled pupils and those with special educational needs, are achievingwell over time. Teachers have high expectations of all pupils. Teachers in most subjects and keystages use their well developed subject knowledge and their accurate assessment of pupils’ priorskills, knowledge and understanding to plan effectively and set challenging tasks. They use effectiveteaching strategies that, together with appropriately targeted support and intervention, match mostpupils’ individual needs so that pupils learn well across the curriculum. The teaching of reading,writing, communication and mathematics is very efficient. Teachers and other adults enthuse andmotivate most pupils to participate. Teaching generally promotes pupils’ resilience, confidence andindependence when tackling challenging activities. Teachers regularly listen astutely to, carefullyobserve and skilfully question groups of pupils and individuals during lessons in order to reshapetasks and explanations to improve learning. Teaching consistently deepens pupils’ knowledge andunderstanding and teaches them a range of skills including communication, reading and writing, andmathematics across the curriculum. Appropriate and regular homework contributes well to pupils’learning. Teachers assess pupils’ progress regularly and accurately and discuss assessments withthem so that pupils know how well they have done and what they need to do to improve.
  • OFSTED Evaluation Schedule: The Quality of Teaching OUTSTANDING ( 1):Much of the teaching in all key stages and most subjects is outstanding and never less thanconsistently good. As a result, almost all pupils are making rapid and sustained progress. Allteachers have consistently high expectations of all pupils. Drawing on excellent subjectknowledge, teachers plan astutely and set challenging tasks based on systematic, accurateassessment of pupils’ prior skills, knowledge and understanding. They use well judged andoften imaginative teaching strategies that, together with sharply focused and timely supportand intervention, match individual needs accurately. Consequently, pupils learn exceptionallywell across the curriculum. The teaching of reading, writing, communication andmathematics is exceptional. Teachers and other adults generate high levels of enthusiasmfor, participation in and commitment to learning. Teaching promotes pupils’ high levels ofresilience, confidence and independence when they tackle challenging activities. Teacherssystematically and effectively check pupils’ understanding throughout lessons, anticipatingwhere they may need to intervene and doing so with notable impact on the quality oflearning. Time is used very well and every opportunity is taken to successfully developcrucial skills, including being able to use their literacy and numeracy skills in other subjects.Appropriate and regular homework contributes very well to pupils’ learning. Marking andconstructive feedback from teachers and pupils are frequent and of a consistently highquality, which enables pupils to understand how to improve their work, encouraging highlevels of engagement and interest.
  • Lesson observation – AfL Strand• Outstanding -Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.• Good - Teachers regularly listen astutely to, carefully observe and skilfully question groups of pupils and individuals during lessons in order to reshape tasks and explanations to improve learning.• Satisfactory - Teachers monitor pupils’ work during lessons, picking up any general misconceptions and adjust their plans accordingly to support learning. These adaptations are usually successful but occasionally are not timely or relevant and this slows learning for some pupils.
  • The Garden Analogy• If we think of our children as plants …• Summative assessment of the plants. Is the process of simply measuring.it might b e interesting to compare and analyse measurements but in themselves these do not affect the growth of the plants.• Formative assessment on the other hand is the equivalent of feeding and watering the plants appropriate to their needs directly affecting their growth.
  • Formative Assessment Assessment for Learning• The identification by teachers and learners of learning goals, intensions or outcomes and criteria for achieving these.• Rich conversations between teachers and students that continually build and go deeper.• He provision of effective, timely feedback to enable students to advance their learning.• The active involvement of students in their own learning.• Teachers responding to identified learning needs and strengths by modifying their teaching approaches. (Black & Willam, 1998)