Tb.session3.assessing progress and achievement

www.educationscotland.gov.uk

Assessing progress and achievementAHDS Conference March 2014

Transforming lives through learning

Purpose

An overview of the Professional Learning Resource

Progress to date

Key messages delivered


Support professional practice in assessing progress and achievement of a level within the broad general educationquality assurance and moderation activities and approaches to managing assessmentprogression in the significant aspects of learning in each curriculum area

Purpose of the Professional Learning Resource


The suite of resources


Suite of resources


Overarching Paper – generic advice How Should I Plan for Assessment? NAR Flowchart What are Significant Aspects of Learning? What Does Progression Look Like? Breadth, Challenge and Application How Do I Make Holistic Judgements About Achieving a

Level? How Can We Monitor and Track Progress? Responsibility of All

Published December 2013


Curriculum Papers A description of the significant aspects of learning within

that area of the curriculum An outline of what breadth, challenge and application

look like within the area of the curriculum Information on planning for progression through

curriculum levels, using breadth challenge and application

Information on monitoring and tracking progress and achievement in that area of the curriculum

Almost all published – target date end of February


Progression Frameworks

Identifies for each level a body of knowledge and understanding and related skills, as detailed in the experiences and outcomes

Describes progression within the significant aspects of learning

Draft by end of February –

final April:

http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/progressandachievement/professionallearningresource/progressiongrids/assessingprogressandachievementtables.asp


Early insights….. Annotated exemplars


Annotated Exemplars

Early insights published June 2013

Fourth level – Early Insights April 2014

Early to fourth level – June 2014


Monitoring and Tracking Progress in the Broad General Education

Processes should be manageable and sustainable Focus should be on information that supports

discussions about planning, learning, teaching and assessment

Staff working together to reach a shared understanding of what good progress and achievement looks like

Important to avoid approaches which suggest a linear approach (such as D,C,S)

Published December 2013



Tackling Bureaucracy

Assessment judgements, particularly within broad general education but also in the senior phase of CfE, should be based on evidence drawn mainly from day-to-day teaching and learning. Tracking pupil progress and moderation is important; however, there is no need to produce large folios of evidence to support this. Assessment within CfE is based on the exercise of professional judgement.


Monitoring and Tracking Paper Class teachers and/or the adult who knows a learner well could track

information in relation to: • a range of evidence of learners’ work to give an overview of

progress • coverage of contexts/topics/activities/skills • range of personal achievement activities • using an appropriate approach to indicate how well individual

learners in a class group are progressing in relation to the significant aspects of learning.


Significant Aspects of Learning



Achieving a level• Has achieved a breadth of learning across almost all of the

experiences and outcomes for a level, including significant aspects of the curriculum area

• Has responded consistently well to the level of challenge set out in these experiences and outcomes

• Has moved forward to more challenging learning in some aspects: and

• Has applied what he/she has learned in new and unfamiliar contexts


What are Significant Aspects of Learning?

Within the context of assessing progress and achievement in the Broad General Education, the phrase significant aspects of learning refers to the core learning, based on bundles of related experiences and outcomes, which can be planned for and against which learners’ progress can be tracked periodically.


To ensure coherence, the development of significant aspects of learning have been informed by:

the rationale underpinning the curriculum area identified in the relevant Principles and Practice paper

key aims of learning outlined in the relevant Principles and Practice paper

the organisation and structure of the statements of experiences and outcomes.

Therefore, the form and nature of the significant aspects of learning differs across the curriculum areas because they reflect the structure, content and underpinning rationale of the relevant curriculum area.


Key features of significant aspects of learning brings together a coherent body of knowledge and

understanding and related skills, as detailed in the experiences and outcomes

is common to all levels from early to third can provide sound evidence of learning in accord with the

principles of Building the Curriculum 5: A Framework for Assessment

supports the practice of holistic (‘best fit’) assessment can be effectively used to inform assessment of progression

within a level and achievement of a level can be readily used to plan further progression within a level

and from one level to the next.


Workshop 2