ASSESSMENT IN SCOTLAND: ASSESSMENT IS FOR LEARNING

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ASSESSMENT IN SCOTLANDASSESSMENT IS FOR
LEARNING

• Formative Assessment
• in a
• Coherent System

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Examples of Classroom Action

• Regular reinforcement of the idea that all can
  achieve in the subject
• Thinking time/open questions
• Interpersonal group skills via co-operative
  learning/ jigsaws
• Think/pair/share hot seating

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Examples of Classroom Action

• Immediate comments feedback
• Clear understanding of criteria in self- and
  peer- and teacher-assessment
• Much oral feedback
• Traffic lights self-assessment/individual
  discussion with teacher

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Examples of Classroom Action

• Use of Mind Map format for self- and
  peer-assessment
• Self-assessment and discussion with teacher re
  Prelim exam performance, commitment to work,
  etc
• Misconceptions/mistakes/premature conclusions as
  growth points

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ASSESSMENT DEVELOPMENT PROGRAMME ASSESSMENT IS
FOR LEARNING

• To provide a streamlined and coherent system of
  assessment that will ensure that pupils, parents,
  teachers and other professionals have the
  feedback they need about pupils learning and
  development needs

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'ASSESSMENT IS FOR LEARNING The Policy Context

• Key ideas
• Learner at the centre
• Partnership in learning
• Self-evaluation, reflection, professionalism
• Evidence as feedback

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ASSESSMENT IS FOR LEARNING
CURRICULUM What is to be learned
LEARNING AND TEACHING How it is to be learned
Assessment AS Learning Learning how to learn
SELF-EVALUATION EVIDENCE AS FEEDBACK
Assessment FOR Learning Supporting classroom
learning and teaching
Assessment OF Learning Gathering and
interpreting the evidence
ASSESSMENT Knowing about learning
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ASSESSMENT IS FOR LEARNINGEvidence as Feedback

• Develop professional practice in assessment, so
  teachers judgements are dependable (valid,
  reliable and comparable)
• Quality assure teachers judgements locally and
  nationally, so standards are shared
• Monitor national attainment in a way that
  promotes good classroom practice

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ASSESSMENT IS FOR LEARNINGAssessment FOR
learning

• Supporting classroom learning and teaching
• Formative assessment
• Gathering (and interpreting) evidence
• Partnership with parents
• Inclusion of pupils with Additional Support Needs
• ASG Focus 1 Formative Assessment

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ASSESSMENT IS FOR LEARNING Assessment AS
learning

• Learning how to learn
• Formative assessment
• Personal Learning Plans
• Support for management of Personal Learning Plans
• ASG Focus 2 Personal Learning Planning

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ASSESSMENT IS FOR LEARNINGAssessment OF
learning

• Gathering and interpreting evidence
• Gathering and interpreting evidence
• Local moderation
• Assessment of Achievement Programme
• New National Assessments (bank)
• ASG Focus 3 Sharing the Standard

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'ASSESSMENT IS FOR LEARNINGPolicy into practice
Build informed research
Create informed policy
Grow informed communities of practice
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ASSESSMENT IS FOR LEARNINGGrowing informed
communities of practice

• Projects based in schools (ASGs)
• Partnership amongst stakeholders networks
• Education authority action plans
• Case studies as feedback, toolkit, website
• AifL support strategy DOs, HEIs, consultants
• Concurrent evaluations
• Newsletters

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ASSESSMENT IS FOR LEARNINGGrowing informed
communities of practicemanaging change in
assessment practice

• Give active support for projects
• Engage with participants, negotiating practical
  steps, playing to teachers strengths
• Acknowledge tensions between different assessment
  agendas, and discuss how they might be handled
• Allow time for discussion, reading, thinking,
  engagement with ideas
• Model good learning and create a good climate for
  learning in the school acknowledge that
  everyone is learning

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Assessment is for Learning

• Curriculum and Assessment 1 Nov 04
• All schools part of AifL by 2007
• Assessment bank developed and extended as tool
  for teachers
• Local moderation to promote shared understanding
  of standards
• Sample-based SSA to replace annual 5-14 survey
  from 2005
• Link national and international data
• Continuing support for schools and LAs -
  using evidence as feedback