1 / 15

Assessment Opportunities & Responsibilities: A Changing Educational Landscape

Explore the impact of new GCSE assessments and the shift towards mastery-based assessment models. Discover how to ensure progress and develop long-term memory retention in students. Make actionable improvements based on common interim assessments and align instruction with clearly defined grade/level/content expectations. Embrace the evolution of education through learning by doing.

olivo
Download Presentation

Assessment Opportunities & Responsibilities: A Changing Educational Landscape

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessment Opportunities & Responsibilities Stephen Green – Assistant Head teacher (DESC)

  2. ‘The biggest shake up in Education for a Generation’ • New Style GCSEs & GCEs • New GCSE Assessment • Assessing without levels National Curriculum Reform

  3. Have they really learned? • Have we really taught it with sufficient time, focus and attention? • Have we sufficiently revisited it? • Have we consolidated it in their minds? • Have they mastered it? • Have pupils automated it in their long-term memories? Why don´t pupils remember things?

  4. A changing educational landscape • National Curriculum levels are imprecise, ill-sequenced and confusing • Precision, sequencing and visibility  • Need to ensure progress from KS2 – KS4 • “mastery” assessment models Responding to change

  5. Informs practice • Actionable • Continuous improvement • Positive change The essence of assessment

  6. What sort of questions students are expected to answer? • Design Backwards • Interim Assessments – define rigour • Assessments are not the end of the teaching and learning process: they’re the starting point A Roadmap for Rigour

  7. Common interim assessments - frequency • Transparent starting point - benchmarking • Aligned to GCSE • Aligned to instructional sequence of clearly defined grade / level/ content expectations • Reassess previously taught standards Some key drivers

  8. Recreating the old flaws • Growth not fixed • Making false connections • Don’t risk having an institutional specific scale Some issues…

  9. How does it work?

  10. Don’t continue with levels • Challenging but necessary • Evolution essential Learning by doing

More Related