8. Learning? Skills? What does this mean for us in our context? How does this reflect Capacities and Principles? How do we know?
9. How do we know: Assessment What do we need to consider when developing our assessment practices?
10.
11.
12. Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. HWB 2-19a Learning? Skills? Attributes and capabilities? How will we know? What will it look like and sound like?
13. Using a wider range of evidence to evaluate how much and how well pupils have learned Assessment evidence may come from things that learners SAY WRITE MAKE DO Communicate In response to their learning experiences
14.
15.
16. Curriculum, Learning and teaching Assessment Skills Attributes and capabilities Es and Os Totality of the curriculum Values Evidence of How much and how well Valid Reliable Say Write Make Do Breadth, Challenge and Application Knowledge and Understanding Planning for:
17.
18. Moderation How do you and your learning community currently share and agree standards and expectations?
19.
20. Learning? Skills? What does this mean for us in our context? How does this reflect Capacities and Principles? How do we know?
21.
22.
23.
24. So where are we and how do we know? First Level Breadth Challenge Application Second Level
25. Curriculum,Learning and teaching Assessment Practice Moderation Attributes and capabilities Es and Os Skills Developing, consolidating secure NAR Shared understanding Fair Dependable Validated professional judgement Partnerships Knowledge and understanding Totality of the curriculum Evidence of How much and How well. Say Write Make Do Valid and Reliable Breadth Challenge Application Values
26. Recognising Achievement, Reporting and Profiling - capturing the learning journey. What practice are you building on and how are you changing practice to reflect the changes?
27.
28.
29.
30. Making it proportionate and manageable Using language and symbols that are easily transferable
31. Holistic planning to meet the needs of learners Values Knowledge and Understanding Attributes and Capabilities Skills Totality of the Curriculum Curriculum, Learning and Teaching Es and Os Say write make do B C A Assessment Practice Evidence: How much How well Valid and reliable NAR Moderation Partnerships Developing Consolidating Secure Validated professional judgement Fair and dependable Shared understanding Learner CSP Learning Journey Profiling and Reporting IEP Skills Continuum
32.
33.
34.
35.
Notes de l'éditeur
Page 10 of BtC 5 provides a summary of the framework. The framework provides advice on the what, when and how of assessment-emphasising the need to use a variety of approaches and designing assessment that is valid, reliable and proportionate to the nature of learning being assessed. The framework also goes on to outline other purposes and uses of assessment information including for reporting, informing self-evaluation for improvement and to monitor standards over time. The over-riding aim of the framework is that assessment supports learning to ensure that every child and young person achieves the highest possible standards of achievement. The being ready for professional dialogue in assessment and reporting provides some starter questions to explore these issues. (Given to the authority – either send electronically or copy for each school)
Dumont, H, Istance, D. & Benavides, F. (2010) The nature of learning. Using research to inspire practice. OECD Crucial to mention Learning Intentions and Success Criteria. Highlight access to advice onthese from assessmentteam at LTS
