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Large Scale Reform in England –Large Scale Reform in England –Personalisation and the role of Formative Personalisation and the role of Formative
Assessment Assessment
“Improving Learning through Formative Assessment”“Improving Learning through Formative Assessment”OECD International ConferenceOECD International Conference
Paris, 4Paris, 4thth February 2005 February 2005
Professor David HopkinsProfessor David HopkinsChief Advisor on School Standards, DfESChief Advisor on School Standards, DfES
1950 1960
11 plus dominated"Formal"
Professional control"Informal"
Standards and accountability
NLNS
1970 1980 1990 2000 2010
2003
Brief history of standards in primary Brief history of standards in primary schoolsschools
4
Distribution of Reading Achievement in Distribution of Reading Achievement in 9-10 year olds in 2001 9-10 year olds in 2001
300
325
350
375
400
425
450
475
500
525
550
575
Sw
eden
Net
her
lan
ds
En
gla
nd
Bu
lgar
ia
Lat
via
Can
ada
(On
tari
o,Q
ueb
ec)
Lit
hu
ania
Hu
ng
ary
Un
ited
Sta
tes
Ital
y
Ger
man
y
Cze
ch R
epu
blic
New
Zea
lan
d
Sco
tlan
d
Sin
gap
ore
Ru
ssia
n F
eder
atio
n
Ho
ng
Ko
ng
SA
R
Fra
nce
Gre
ece
Slo
vak
Rep
ub
lic
Icel
and
Ro
man
ia
Isra
el
Slo
ven
ia
Inte
rnat
ion
al A
vg.
No
rway
Cyp
rus
Mo
ldo
va, R
ep o
f
Tu
rkey
Mac
edo
nia
, Rep
of
Co
lom
bia
Arg
enti
na
Iran
, Isl
amic
Rep
of
Ku
wai
t
Mo
rocc
o
Bel
ize
Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools
531
484
300
350
400
450
500
550
600
650
TIMSS 1995 TIMSS 2003
TE
ST
SC
OR
E
England
JapanHong Kong
Singapore
England showed largest increase of England showed largest increase of any country in TIMSS 03 mathsany country in TIMSS 03 maths
PRIMARY: TIMSS Maths trend
Timss Science (primary)Timss Science (primary)
0
100
200
300
400
500
600
Sin
gapo
re
Chi
nese
Tai
pei
Japa
n
Hon
g K
ong
Eng
land
Uni
ted
Sta
tes
Latv
ia
Hun
gary
Rus
sia
Net
herla
nds
Aus
tral
ia
New
Zea
land
Bel
gium
(F
lem
ish)
Ital
y
Lith
uani
a
Sco
tland
Mol
dova
Slo
veni
a
Cyp
rus
Nor
way
Arm
enia
Iran
Phi
lippi
nes
Tun
isia
Mor
occo
Ambitious Standards
Devolved
responsibility
Good data and clear targets
Access to best practice and quality
professional development
Accountability
Intervention in inverse proportion to success
High High ChallengeChallenge
High High SupportSupport
Policies to Drive School ImprovementPolicies to Drive School Improvement
Percentage of Pupils Achieving Level 4 Percentage of Pupils Achieving Level 4 or Above in Key Stage 2 Tests 1998-2004or Above in Key Stage 2 Tests 1998-2004
Test changes in 2003
• Major changes to writing test/markscheme
• Significant changes to maths papers
50
55
60
65
70
75
80
1998 1999 2000 2001 2002 2003
English Maths
Per
cen
tag
e
2004
Towards a High Excellence, High Equity Towards a High Excellence, High Equity Education SystemEducation System
Source: OECD (2001) Knowledge and Skills for Life
Low excellenceLow excellence
Low equityLow equity
High excellenceHigh excellence
Low equityLow equity
Low excellenceLow excellence
High equityHigh equity
High excellenceHigh excellence
High equityHigh equityU.K.
BelgiumU.S.
• GermanySwitzerland
Poland
Spain
Korea
Finland
JapanCanada
Mea
n p
erfo
rman
ce in
rea
din
g li
tera
cy
• 200 – Variance (variance OECD as a whole = 100)
420
440
460
480
500
520
540
560
60 80 100 120 140
Achieving the High Excellence, High Achieving the High Excellence, High Equity SystemEquity System
a b ca b c
National PrescriptionNational Prescription
Schools Leading ReformSchools Leading Reform
High High Excellence, Excellence,
High High EquityEquity
Personalised Learning
Personalised Learning - DefinitionPersonalised Learning - Definition
• An approach to teaching and learning that focuses on each students’ potential and learning skills
• Designing teaching, curriculum and school organisation to address the needs of all pupils
• A learning offer to all children that extends beyond the school context into the local community and beyond
• A system that is based on co-production and mutual ownership
Adding Value to the Learning JourneyAdding Value to the Learning Journey
All these …. whatever my background, whatever my abilities, wherever I start from
All these …. whatever my background, whatever my abilities, wherever I start from
I know how I am being assessed and what I need to do to improve my work
I know what my learning objectives
are and feel in control of my learning
My parents are involved with the school and I feel I
belong here
I enjoy using ICT and know how it can
help my learning
I can get the job that I want
I know if I need extra help or to be challenged to do better I will get the
right support
I know what good work looks like and can help myself to
learn
I can work well with and learn from many others as well as my teacher
I can get a level 4 in English and Maths
before I go to secondary school
I get to learn lots of interesting and
different subjects
The Five Components of Personalised The Five Components of Personalised LearningLearning
“We need to engage parents and pupils in a partnership with professional teachers and support staff to deliver tailor made services – to embrace individual choice within as well as between schools and to make it meaningful through public sector reform that gives citizens voice and professional flexibility” (David Miliband, 18 May 2004)
Assessment for Learning
Effective Teaching and Learning
Curriculum Entitlement and Choice
Organising the School for Personalised Learning
Beyond the Classroom
Inner CoreInner Core
Personalising Personalising the School the School ExperienceExperience
CURRICULUMCURRICULUM
POWERFULPOWERFUL
LEARNING LEARNING
EXPERIENCESEXPERIENCES
TEACHINGTEACHING ASSESSMENT ASSESSMENT FOR FOR
LEARNINGLEARNING
Assessment for Learning Assessment for Learning - - at the heart of at the heart of personalised learningpersonalised learning• A systematic way of building a picture of each child which sparks a dialogue about their learning needs with others
Continuous formative assessment• Uses data and dialogue to diagnose the student’s learning
needs• Helps teachers adapt teaching and learning to individual pupil
needs• Provides structured and useful feedback, tailored to support and
promote individuals’ learning• Develops the skill of peer- and self-assessment so that pupils
can take charge of their own learning
Assessment for Learning - Assessment for Learning - a recurrent a recurrent weaknessweakness
• Assessment and its application to teaching and learning remain comparatively weak areas.
• Weaknesses linked to limited subject knowledge
• Such knowledge includes a clear view of progress
• Good practice often does not spread
• Coursework and tasks often leave too little scope for independence and choice and so are insufficiently informative as to pupils’ progress
• In the best practice target setting influences planning and alters what teachers, pupils and parents do
‘Standards and Quality 2002/2003 – The Annual Report of Her Majesty’s Chief Inspector of Schools’ and Primary and secondary subject reviews for 2002/03
The Data StrandThe Data Strand
• Using data intelligently to inform teaching and move individuals forward
• Establishing what data is most helpful to schools, how the data is made available and what tools and guidance are needed, use of the data for teaching and learning.
• The Pupil Achievement Tracker (PAT) software helps schools review their performance and analyse pupils’ past and current attainment so that they can tailor lessons and progression to each pupil’s needs.
• The Performance Data Framework will bring consistency across LEAs by setting out principles to govern data provided to schools.
The Teaching and Learning StrandThe Teaching and Learning Strand
The practical application of AfL in the classroom includes:• formative assessment of written work, setting personal
targets for redrafting • peer and self assessment• collaborative target setting• self evaluation of own work• classroom questioning techniques.
It makes pupils partners in their learning, to help them judge their own work, reflect on how they and others learn and set future learning goals.
AfL and the National StrategiesAfL and the National StrategiesApril to Aug 04
• PNS Management guide (self-evaluation tool linked to Ofsted S4)
• KS3 generic folder and core training
• One of four optional whole school priorities for KS3 with 4 days’ consultancy and £1,000 additional funding (80% schools chosen AfL)
04-05 • PNS: Excellence and enjoyment: Planning and assessment for learning
• Integral to the extended Primary Leadership Programme
• Part of the PNS Intensifying Support Programme
• KS3 subject development materials
• Pedagogy and practice: teaching and learning in secondary schools: self study unit
• Higher level teaching assistants guide
• New generic modules: Securing progression and Questioning and dialogue
The School as a Personalised Learning The School as a Personalised Learning OrganisationOrganisation
PMDU claim that a school effective at Personalised Learning focuses on:
• Focus on leadership and management of teaching and learning
• CPD including peer observation and coaching
• Making full use of the Primary / KS3 Strategies
• Focusing improvement activity on evidence of performance
• Making use of workforce reforms and new technologies
• Networks and collaboration to support school improvement
New Relationship with SchoolsNew Relationship with SchoolsSingle Conversation
• new School Standards Grant, combining most grants, from April 2006
• bottom-up targets
• multi-year, academic year budgets from April 2006
• enables improvement planning and budgetary planning for the medium term
•school’s SEF
• school’s development plan
•Exceptions report on student attainment and equity gaps
•value for money comparisons
•Data on pupil attendance•Other data
InputsOutputs
how well is the school performing?
what are the key factors?
what are the key priorities?
how is school going to get there?
head’s performance management
•report to heads, GB,LEA
• self assessment• priority and targets•action and support
•agreed package of support inc engagement with other schools
• recommendation on specialist schools resignation
•advice to GB on HT appraisal
Focus
Personalised Learning, Building a New Personalised Learning, Building a New Relationship with SchoolsRelationship with Schools
“ Giving every single child the chance to be the best they can be, whatever their talent or background, is not the betrayal of excellence; it is the fulfilment of it.”
David Miliband,Personalised Learning, Building a New Relationship with SchoolsNorth of England Conference, January 2004
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