Planning for Learning and Teaching, Assessment and Moderation

1. Planning for Learning and Teaching, Assessment and Moderation

2. Reflecting the values and principles of CfE What we assess Principles of assessment Informing self- evaluation for improvement When we assess literacy confident individuals skills for learning, life and work LEARNER effective contributors responsible citizens numeracy How we assess Reporting on progress and achievement successful learners health and wellbeing Ensuring quality and confidence in assessment BtC5: A Framework for Assessment

3. BtC5: A framework for assessment Assessment will support learning give assurance to parents, learners and others provide a summary of what learners have achieved contribute to planning the next stages of learning inform future improvements in learning and teaching

4. BtC5: A framework for assessment Some key messages • Assessment practices will follow the new curriculum, giving more autonomy and professional responsibility to teachers • Standards and expectations will be defined in a way that reflects CfE, supporting greater breadth and depth in learning and focusing on skills development

5. Planning for Learning and Teaching, Assessment and Moderation Three central ideas • The quality of the learning – what will we assess ? • Assessment is ongoing – when will we assess ? • Approaches to assessment – how will we assess ?

6. What ?Focus on the experiencesand the learning outcomes • The experiences and outcomes are a set of statements which describe the expectations for learning and progression for each of the eight curriculum areas. • The title ‘experiences and outcomes’ recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcomerepresents what is to be achieved.

7. What will we assess? Each learner’s progress and achievements in terms of : Knowledge and understanding Skills Attributes and capabilities All of these are described within the Es and Os

8. How will we assess? • Planning rich and engaging learning experiences • Using a range of approaches to learning / assessment • Gathering appropriate evidence • Working together to gather as much information about each learner’s achievements, strengths and next steps

9. Gathering a range of Evidence Evidence of learners’ achievements may come from things that pupils say write make do • in response to the whole range of learning experiences • from across contexts and settings • The assessment process will involve all partners in • gathering and consideration of evidence by adults and learners • using agreed criteria to arrive at judgements about what has been learned and how well, and what needs to be done next

10. Assessment during learning Assessment of key milestones in learning Taking a close look at individual progress… Progress and achievement When will we assess? On-going Periodic Periodic Holistic assessment judgements to ‘sum up’ Transitions

11. What do progress and achievement in CfE look like? For learners to demonstrate that their progress is secure, they will need opportunities for: • breadth of learning • challenge within learning • applying learning in new and unfamiliar situations

12. Quality Assurance and Moderation of Assessment Quality Assurance Part of day-to-day work / collegiate culture Includes monitoring, self-evaluation and planning for improvement- based on all involved in the processes and the dialogue Since assessment is integral to learning, teaching and the curriculum these approaches apply equally to assessment

13. Quality Assurance and Moderation of Assessment Developing confidence in teachers’ professional judgement in applying national standards Building on existing approaches to be able to provide assurance that there is a shared understanding of standards and expectation.

14. Quality Assurance and Moderation of Assessment Moderation Teachers and other professionals working together to : Plan learning, teaching and assessment Check validity and reliability before assessments are used Sample evidence of learners’ work and review teachers’ judgements Agree strengths in learners’ performance and next steps Provide feedback on teachers’ judgements to inform improvements

15. Key Features of Quality Assurance and Moderation Approaches to Quality Assurance and Moderation must be: Proportionate Manageable Promote capacity building