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Education Scotland

Education Scotland. Sheila Quigley Development Officer Assessment, Qualifications, Quality Assurance & Moderation sheila.quigley@educationscotland.gov.uk JUNE 19 th – 21 st 2013. Assessment – Key Messages is integral to learning and teaching

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Education Scotland

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  1. Education Scotland Sheila Quigley Development Officer Assessment, Qualifications, Quality Assurance & Moderation sheila.quigley@educationscotland.gov.uk JUNE 19th – 21st 2013

  2. Assessment – Key Messages • is integral to learning and teaching - involves all stakeholders, most importantly the learner - is ongoing, periodic, at times of transition • builds capacity in practitioners to make professional judgements underpinned by professional dialogue - assessment requires a variety of approaches generating a body of quality evidence - assessment and moderation are integral to each other • is holistic and informative - has many purposes, the most important of which is to support the learner journey - goes beyond KU alone to include skills, attributes and capabilities

  3. Recognising achievement , profiling and reporting • Learner reflection and dialogue • Tracking • and • storage systems • Evidence • of • learning • QA • and • moderation • Profiles • Reporting to parents • Recognising Achievement

  4. Learner context • Is experiencing Broad General Education / Senior Phase • is developing skills and attributes as well as knowledge and understanding • is aware of not just WHAT is being learned but WHY and HOW • is joining up learning across and beyond the curriculum • is developing skills for learning, life and work • is developing the 4 capacities to become a successful learner, responsible citizen, effective contributor, confident individual • is aware that the focus is on achievement not just attainment • is moving towards a positive destination

  5. So.. • assessment needs to be more than the teacher writing a report about progress in learning and skill development. • learners are becoming better equipped to understand and reflect on their own progress in learning and skill development • dialogue about learning involves learners, teachers, key adults, partners, parents…..

  6. Profile ? Report?

  7. The purposes of profiling and the profile

  8. National context • Building the Curriculum 5 : a framework for assessment, recognising • achievement, profiling and reporting • Building the Curriculum 4: skills for learning, life and work • P7 Profile - an entitlement from June 2012 • S3 Profile - an entitlement from June 2013 • Building on profiling experiences: • Profiling 3-18 • Senior Phase - profiling to support transition to positive destinations

  9. Key points • learner ownership • process not product • opportunities for reflection and dialogue • local flexibility • focus on skills development • recognising wider achievement

  10. Full range of contexts for achievement Environment Citizenship Culture Sport and leisure Learner reflection and dialogue Voluntary work Voluntary Health Outdoor learning Enterprise

  11. Where can learner dialogue come from? • A iFL • critical skills / co-operative learning • higher order thinking skills • profiling (PLP / learning log / reflection jotter / learning ladders etc.) / portfolio / profile • effective self / peer assessment • the involvement of parents and partners in learning

  12. BTC 5, page 4 A profile of a learner’s best achievements will be produced at P7 and S3. Profiles may be produced at other points to meet the needs of a learner, as decided by the learner, school or education authority. There will be an on-going process of dialogue and reflection for all learners from 3 to 18. The information drawn together through this process will enable profiles to be produced whenever required to inform the next stages of learning

  13. Emerging approaches to profiling

  14. Emerging approaches to profiling 3-18: • early years to senior phase • improving transitions • school / ASG / authority approaches • partnership approaches including employers • more to come…..

  15. Education Scotland Support • RAPR is coming… • CfE Briefing 3: Profiling and the S3 Profile • range of profiling resources on ES website • case studies, exemplar profiles,” snapshots” on NAR • TACLAN resource • GLOW TV • PARENTZONE resources including Speyside HS film • Development Officer support • online assessment community

  16. Reflective Questions: • What does profiling 3-18 “look like” in your context? • How do you create opportunities for learner dialogue? • 3. What are the challenges? For whom? How could such challenges be addressed?

  17. www.educationscotland.gov.uk • Transforming lives through learning

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