2008 presentation to SSAT workshop on assessment in the curriculum

1. The New Secondary Curriculum SSAT Curriculum Innovation – Event 3 Simon Warburton

11. Evaluating impact Accountability measures To secure Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Civic participation Healthy lifestyle choices Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development PSHE PW EW+FC PE Mu MFL RE SC Ma ICT Hi Ge En D & T Ci A & D The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components Every Child Matters outcomes Focus for learning Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg big ideas that shape the world Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe, healthy and fulfilling lives The curriculum aims to enable all young people to become Statutory expectations Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self-esteem and commitment to their learning Personalised - offering challenge and support to enable all learners make progress and achieve Assessment uses a wide range of evidence to e ncourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well-matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences Environment Routines Locations Lessons Learning outside the classroom Events Extended hours The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components Every Child Matters outcomes Focus for learning Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg big ideas that shape the world Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe, healthy and fulfilling lives The curriculum aims to enable all young people to become Statutory expectations Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self-esteem and commitment to their learning Personalised - offering challenge and support to enable all learners to make progress and achieve Assessment uses a wide range of evidence to e ncourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well matched to learning need eg use of time, space, people, materials Relevant, purposeful and for a range of audiences PSHE PW EW+FC PE Mu MFL RE SC Ma ICT Hi Ge En D & T Ci A & D Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development Environment Routines Locations Lessons Learning outside the classroom Events Extended hours Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? To make learning and teaching more effective so that learners understand quality and how to improve Involves the whole school community eg learners, parents, teachers, employers, governors Chooses assessment fit for purpose Creates a continuous improvement cycle Uses a wide range of measures , both qualitative and quantitative Uses ‘critical friends’ to offer insights and challenge assumptions Uses information intelligently to identify trends and clear goals for improvement Looks at the whole child eg curriculum aims, progress in skills, subjects and dimensions Uses a variety of techniques to collect and analyse information

13. NOW Some features of the current assessment system Assessment expertise external to classroom and school systems Separation of day-to-day assessment from national standards Assessments seen as reliable because external to the school Teachers reliant on short tests for evidence of achievement National standards communicated through test scores Progress is articulated through numbers (5, a/b/c , 6) High value assessments at the end of stages, not useful for individual progress Dominant assessment techniques are specific events rather than part of daily teaching and learning

14. Teacher and pupil perspectives NOW Teacher/pupil We do a lot of practising for the tests We do other activities like drama and D&T when we have done our work for the tests Some of us are better at tests, some of us can’t show our best in them My family always wants to know what level I’m at, not what I’m good at We have to give levels to pupils once a term, whether they’ve progressed or not The test scores do not always reflect what I know of pupils’ performance I raise test scores by training pupils thoroughly for them I try to ‘second guess’ what will be in the tests The test scores of my pupils’ affect my performance management judgments

16. Features of a possible future system Effective strategies for day-to-day assessment Flexible approach to assessment and based on broad range of evidence Students involved in process and see it as a positive experience Guaranteeing standards through checks by experts Expertise in assessment is recognised in professional development Takes a holistic view of the pupil – celebrates what they do outside of school, meet aims of curriculum and PLTS Finds a way to develop PLTS and make pupils aware of their progress Consistent application of school policies in Assessment for Learning Assessment plays a key role in whole route of SOW and ultimately influences planning

17. Teacher and pupil perspective of a future system I know that my colleagues share the same expectations I am supported by my school systems and by assessment experts My teacher gives me feedback which helps me progress day by day I do different tasks to show what I can do I know how I am progressing and what to focus on next… … and my family knows it so they help me too When I move class my new teacher understands where I am and what I need to do next I build my knowledge of my pupils into my planning and teaching I know my pupils’ strengths and areas for development I recognise learning and achievement in the classroom I understand national standards in detail My pupils make faster progress than they used to

18. Changing the assessment system Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Using national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests/tasks from national sources Day-to-day Periodic Transitional