21 st Century Assessment. Assessment today … Every year students sit over 30 million examination papers A typical secondary school spends around £100,000

21st Century Assessment

Assessment today …

Every year students sit over 30 million examination papers

A typical secondary school spends around £100,000 a year

on external examinations

“Examination overload threatens to turn education from

an intellectual and spiritual adventure into a treadmill”

Tony Hubbard

Students sit external examinations at the ages of 7, 11, 14, 16, 17 and 18

“Examinations have become the master of education, not the servant”

A sixth-form college can spend £325,000 on examination costs, with two full-time

and one part-time staff members employed solely for exam administration

"My wish for students is that they be liberated from the

tyranny of perpetual assessment to discover the

joy of learning"Julie Blake, Deputy Head

Assessment today …

“Examination overload threatens to turn education from

an intellectual and spiritual adventure into a treadmill”

Tony Hubbard

Every year students sit over 30 million examination papers

A typical secondary school spends around £100,000 a year

on external examinations

Students sit external examinations at the ages of 7, 11, 14, 16, 17 and 18

“Examinations have become the master of education, not the servant”

A sixth-form college can spend £325,000 on examination costs, with two full-time

and one part-time staff members employed solely for exam administration

"My wish for students is that they be liberated from the

tyranny of perpetual assessment to discover the

joy of learning"Julie Blake, Deputy Head

21st Century Assessment

Rachel Tilden Walker

New ways to assess

students

Formative use of

summative data

21st Century e-Assessment

Effective use of

school & pupil data

Develop assessment

for learning

Formative use of

summative data


Summative Tests

QCA ICT Test

Effective use of

school & pupil data

Develop assessment

for learning


Summative Tests

QCA ICT Test

Online MarkingDOMS

Effective use of

school & pupil data

Develop assessment

for learning

Summative Tests

QCA ICT Test

Online MarkingDOMS


School Self

Evaluation RAISEonline

Develop assessment

for learning

Summative Tests

QCA ICT Test

Online MarkingDOMS


School Self


AfL and Learning Platforms


Summative Tests

QCA ICT Test

How is Summative Assessement changing in the 21st Century?

• QCA Strategic Objectives for e-Assessment (by 2009)– All existing and new qualifications available for on-screen

assessment

– All awarding bodies set up to accept and assess e-portfolios

– At least 10 new qualifications designed specifically for electronic delivery and assessment

– Start to develop on-demand assessments


• Development of e-Assessment projects– World Class Arena

– eVIVA

– Project e-Scape

– Online pilot for Basic and Key Skills Tests

– On-screen test for ICT at Key Stage 3

• QCA Strategic Objectives for e-Assessment (by 2009)


• QCA Strategic Objectives for e-Assessment (by 2009)

• Development of e-Assessment projects– World Class Arena

– eVIVA

– Project e-Scape

– Online pilot for Basic and Key Skills Tests

– On-screen test for ICT at Key Stage 3

What would you do next to find the maximum speed of the “Dynamix” ride?

A. Carry out an advanced search using Advanced Search Options, e.g. speech marks and exact phrase.

B. Carry out a search using one keyword, e.g. Dynamix.

C. Make an estimate based on your experience of rollercoasters.

D. Carry out a refined search using two or more keywords, e.g. Dynamix and speed.

Nick Reggler

Using www.yell.com would normally be a very sensible thing to do. I assume teachers at the conference know that it is a virtual world with no access to the real Internet.

How did you do?

A. Carry out an advanced search using Advanced Search Options, e.g. speech marks and exact phrase. (L5 evidence)

B. Carry out a search using one keyword, e.g. Dynamix. (L3 evidence)

C. Make an estimate based on your experience of rollercoasters. (no level evidence)

D. Carry out a refined search using two or more keywords, e.g. Dynamix and speed. (L4 evidence)

Nick Reggler

Essentially L3 - it's just clicking on a link. However, this could be the start of a L5/6 pathway. After all, a comparison has to be made and getting the usual printers's costs first would be sensible. The point is that (C) and (D) are not mutually exclusive - you need to do both.

QCA ICT test

• “one of the best tests we have found’ … ‘ a sophisticated new approach”

• “the KS3 ICT test is redesigning testing in schools”

• Winner of the ‘Innovative Project of the Year’ award

“ …upgrades the ICT skills of tomorrow’s workforce”

http://www.21stcenturyskills.org/index.php

http://www.qca.org.uk/

How can you prepare for the test?

• If you haven’t got involved yet - do so now!• Register on www.ks3ictpilot.com • Run the audit tool to check your network and

workstations• Install the software

• Train your staff• Prepare your pupils• Take part in the 2006 and 2007 pilots• Get off to a flying start in the 2008 statutory test!

http://www.ks3ictpilot.com/


Online MarkingDOMS

Can ICT make a difference to paper-based assessments?

• Industrial scale systems to move and store exams, marks and their associated data

• Current project involves digitisation of paper scripts

• Future applications – using digital output from computer based testing platforms

Why is online marking better?

• Easier for examiners

• Improves quality control

• Enhances teaching and learning


School Self


How can we make effective use of data?

• Ofsted’s New Relationship with Schools– One goal is to make better use of data

• Merge PANDA and PAT to create RAISEonline– Developed by RM for Ofsted and the DfES– Web-based data publishing system– Provides school and pupil level data, accessed in one place– Wide range of analytical information for school self-

evaluation– Launch due Summer 2006

Why use RAISEonline?

• Data collected and loaded by the DfES• Common analyses published and shared• Consistent data and analysis• Flexible and interactive reporting system• Question level analysis• Target setting



How can ICT support AfL?

• Good practice is based on the relationship between teacher and student

• ICT can provide online content • ICT can provide tools to support AfL pedagogy• Learning Platforms and personalisation

– Virtual Learning Environments

– Assessment tools

– E-portfolios

– Dynamic links with school MIS

• How is RM developing its Learning Platform?

LEARNING PLATFORM

KALEIDOS VTLE

Collab

orat

ive to

olsCommunication toolsExternal links – parents, LEAs etc

Learning content management

Learning content creation

Learning content delivery

Independent learning plans

Mark book

Online Test & task creator

Teacher/pupil workflow

Assessment content

E-portfolio

Data collection and analysis

Mark book plus

Target setting

Exemplar library

Report writing

KALEIDOS ASSESSMENT

MIS

e-Assessment and AfL

Key Stakeholders

I know where

I am

Access to markbooks and assessment tools

Personal portfolios

Interactive markbooks

Automatic alerts from markbooks

Pupil data aggregation and analysis tools, linked to school targets

I know where

I’m going

I know how to

get there

What can support you now?

I know where I am …

Kaleidos markbooks can combine objectives, test scores, task information and free text columns


Pupils can view markbook information if given access by teachers.


A future vision – Kaleidos Assessment

Markbook has additional structure, so that topics, targets and assessment opportunities can be linked…


… and they automatically colour code to show achievement.

MIS information can be used in the markbook for cohort analysis…

… with easy analysis tools for teacher and SMT.



Year 9 – predicted and current levels


Key Stakeholders

I know where

I am

I know where

I’m going


Personal portfolios




Shared ownership of target setting

Access to exemplar libraries

Personalised and group target setting

Class portfolios for peer assessment

Group view of targets set and achieved vs predicted grades

I know how to

get there


I know where I’m going …

National Curriculum in Action has annotated examples of pupils’ work.


A portal gives teachers and pupils access to interest groups, to share and comment on work.



Pupils can contribute to and comment on their targets.



Courses can be personalised for groups and individuals, automatically linking assessment data with search criteria.



Markbooks reflect personalised courses and show pupil comments and targets.



Key Stakeholders

I know where

I am

I know where

I’m going

I know how to

get there


Personal portfolios




Shared ownership of target setting

Access to exemplar libraries

Personalised and group target setting

Class portfolios for peer assessment

Group view of targets set and achieved vs predicted grades

Access to learning resources

Task workflow and dialogue with teacher

Access to teaching resources

Group analysis tools in markbook

Comparative analysis tools

Reporting tools for individuals/groups


I know how to get there …

Kaleidos can be used to create courses for whole class teaching and independent learning.


Geography

Science

ICT

Languages Maths

HistoryD&T

English

Religious Studies


http://www.hoddereducation.co.uk/default.aspx


Geography

Science

ICT

Languages Maths

HistoryD&T

English

Religious Studies


http://www.hoddereducation.co.uk/default.aspx


Support and self assessment opportunities are available within Kaleidos tasks.



Attainment can be shown by teaching objectives or level criteria statements.



Reporting and assessment are linked and can include workflow with students and parents.


Turning the vision into reality

• Key requirements for Kaleidos Assessment– Join assessment and learning together

– Share ownership of learning outcomes

– Give access to data from multiple sources and appropriate analysis tools to make sense of it

• The Learning Platform is evolving …

LEARNING PLATFORM

KALEIDOS VTLE

Collab

orat

ive to

olsCommunication toolsExternal links – parents, LEAs etc

Learning content management

Learning content creation

Learning content delivery

Independent learning plans

Mark book

Online Test & task creator

Teacher/pupil workflow

Assessment content

E-portfolio

Data collection and analysis

Mark book plus

Target setting

Exemplar library

Report writing

KALEIDOS ASSESSMENT

MIS

• Key requirements for Kaleidos Assessment– Join assessment and learning together

– Give access to data from multiple sources and appropriate analysis tools to make sense of it

– Share ownership of learning outcomes

• The Learning Platform is evolving

Turning the vision into reality

• Would you like to be involved?


The QCA ICT test will be statutory in 2008.

Get involved now - check your ICT infrastructure and register for the 2006 pilot.

www.ks3ictpilot.com

Summative Tests

QCA ICT Test

http://www.ks3ictpilot.com/


Which high-stakes examinations can provide you with the most useful data?

How can you use this in school to support transformation?

Online MarkingDOMS


RAISEonline will be available this summer.

How can you maximise the benefits it will bring to your school?

School Self



The Learning Platform is evolving with school requirements.

Kaleidos VTLE is the starting point and Kaleidos Assessment is in development.

Now is the time to start planning and sharing your requirements.



Summative Tests

QCA ICT Test

Online MarkingDOMS

School Self



SCHOOL IMPROVEMENT

Documents

21 st Century Assessment. Assessment today … Every year students sit over 30 million examination papers A typical secondary school spends around £100,000