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Revamping Assessment Methods for Enhanced Learning Outcomes

This report delves into the changes in assessment practices impacting the National Curriculum. It explores the removal of 'levels' used for children's progress tracking and the shift towards formative assessment methods, emphasizing pupil progression over numerical summaries. Recommendations include the development of descriptive profiles and supporting schools in adapting to the new assessment framework for effective teacher evaluation and continuous improvement strategies.

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Revamping Assessment Methods for Enhanced Learning Outcomes

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Presentation Transcript

  1. Changes to Assessment Why / What /How

  2. Categorise according to impact on learning

  3. NCTL 'Seizing Success' conference on 13 June 2013 ‘As part of our reforms to the national curriculum , the current system of ‘levels’ used to report children’s attainment and progress will be removed.  It will not be replaced.’ ‘We believe this system is complicated and difficult to understand, especially for parents. It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do. ’ ‘Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression.  

  4. Report of the NAHTCommission on AssessmentFebruary 2014: ‘Using level descriptor shorthand also fails to address whether the pupil is consistently achieving that level, achieving it most of the time or on occasion or, indeed, only in some aspects. It also fails to show a pupil’s particular strengths and weaknesses.’

  5. Report of the NAHTCommission on AssessmentFebruary 2014: The use by schools of suitably modified National Curriculum levels as an interim measure in 2014 should be supported by the government. However, schools need to be clear that any use of levels in relation to the new curriculum can only be a temporary arrangement to enable them to develop, implement and embed a robust new framework for assessment. Schools need to be conscious that the new curriculum is not in alignment with the old National Curriculum levels.

  6. Report of the NAHTCommission on AssessmentFebruary 2014: ‘Pupil progress and achievement should be communicated in terms of descriptive profiles rather than condensed to numerical summaries (although schools may wish to use numerical data for internal purposes).’

  7. Report of the NAHTCommission on AssessmentFebruary 2014: ‘Developing’ ‘Meeting’ ‘Exceeding’

  8. Teacher Assessment Moderation What was it about this pupil’s work that made it hard to assess? What gaps in knowledge did the assessment task reveal? What strategies could be used to address the gaps in knowledge?

  9. Making Dialogue Marking Effective

  10. Assessment Grids

  11. Peer Assessment When do our pupils do this? How do they do this? How is it / how will it be recorded?

  12. Self Assessment When do our pupils do this? How do they do this? How is it / how will it be recorded?

  13. Colour in the person that represents your mindset in today’s lesson.

  14. Progress Pyramid One question I would like answered… Two things I am not sure about yet…. Three things I have mastered…

  15. Colour in the arrow, up to the statement which best describes your current understanding.

  16. My Favourite MISTAKES Means I Start To Acquire Knowledge Experience Skills A mistake that moved my learning on……

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