A new conversation about assessment

1. Dr Sue HornerHead of Standards and Assessment PolicyQualifications and Curriculum AuthorityUCET, November 2008 A new conversation about assessment

2. 1. The Learner is at the heart of assessment Good assessment helps develop successful learners recognises strengths and areas for development and clearly identifies ways for the learner to progress reflects the learner’s needs and brings about attainment and progress encourages learners to take a central role in their own assessment

3. 2. Assessment needs to provide a view of the whole learner Assessment that values and profiles a wide range of attitudes, dispositions and skills as well as achievements in subjects draws on a broad range of evidence, including beyond the school involves those that know the learner best- parents, peers, members of the wider community

4. 3. Assessment is integral to teaching and learning Embedding assessment in the curriculum is essential to creating personalised learning helps teachers to be flexible enough to recognise learning as it happens results in decisions and actions both through day-to-day interactions with learners and taking a periodic overview of progress

5. 4. Assessment includes reliable judgements about how learners are doing related, where appropriate, to national standards and expectations Linking assessment to national standards is essential for consistency within and across schools tracking progress evaluating impact Schools assessment systems should support teachers and give them opportunities to develop their assessment expertise High quality teacher assessment is supported by Assessing Pupils’ Progress (APP) guidelines

6. Making a difference Evaluation of impact - progress of pupils - enhancement of curriculum - improvements in pedagogy Ownership by teachers Involvement of parents and learners Continuing development and responsiveness to changing local and national priorities

7. Investing in teacher assessment Statutory assessment linked to national standards since 1992 Highly developed view of assessment in England - testing from age 7 - teacher assessment from age 5 Undervaluing of and underinvestment in teacher assessment - assessment for learning potential not fully realised - over-reliance on assessment information from testing Need for new context to frame assessment- different ways of looking at what learners say and do

8. Day-to-day Periodic Transitional Assessment: ways of looking Close up Standing back Public view

9. Assessing Pupils’ Progress (APP) APP is designed to: demonstrate how assessment is integral to successful teaching and learning encourage a broadly based curriculum which generates a wide range of evidence of pupils’ achievement provide a fuller picture of pupils’ strengths and weaknesses (for teachers, pupils and parents/carers) in relation to national standards offer a secure basis for pupil tracking

10. What are APP materials? Assessment Guidelines – criteria for making periodic judgements grouped by ‘assessment focus’ Standards Files – annotated collections of evidence from a pupil which represent a particular level Handbook with guidance

11. Current developments APP - Expectation of use in reading, writing, mathematics, science, ICT in every school by 2010/11 - Finance and training to support implementation - APP approach being developed in other foundation subjects for 2010 Whole school approaches to assessment - Consistency within and between schools - Systems in place to support good quality assessment practice - Clearer communication with parents and pupils

12. To find out more about APP Go to: www.qca.org.uk/assessment/app and follow the links to access the range of published materials Sue Horner: horners@qca.org.uk