Partnership in Assessment for Curriculum for Excllence
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Presented at the 2010 Scottish Teachers Education Committee Conference by Carolyn Hutchison, Learning and Teaching Scotland
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Partnership in Assessment for Curriculum for Excllence
- 2. BtC5: A Framework for Assessment LEARNER responsible citizens successful learners effective contributors confident individuals skills for learning, life and work health and wellbeing literacy numeracy Informing self- evaluation for improvement Reporting on progress and achievement How we assess Principles of assessment What we assess When we assess Ensuring quality and confidence in assessment Reflecting the values and principles of CfE
- 6. 2nd 1st 3rd 4th Early BREADTH CHALLENGE APPLICATION
Notas do Editor
- This seminar will explore the key messages from 'Building the Curriculum 5: A Framework for Assessment', and implications for professional practice in assessment in pre-school centres, schools and colleges. In particular, it will consider assessment from the perspective of the learning partnerships needed to make it work effectively for young people: between staff and learners, amongst learners, amongst staff, between staff and families, and amongst establishments and agencies involved in young people's learning. It will also consider issues of assessment and accountability, and the ways in which partnerships amongst policy-makers, national agencies and local authorities might help to ensure that assessment information is used effectively to inform improvement planning, and thus to raise achievement and to meet the needs of all stakeholders in the wider learning community.
- Emphasise responsibility and autonomy of practitioners Practitioners are best-placed to be making judgements about progress and achievement Building on very good work over past several to establish AfL in our establishment Those present have been selected on the basis of the very good practice in L, N or HWB in their establishments
- A standard is something against which we measure performance The Es & Os describe the knowledge, understanding, skills and attributes expected
- Building trust in teachers’ judgements is a considerable challenge for everyone, including teachers themselves as well as partners in the wider community. It will involve changing mindsets and some deeply embedded practice and beliefs about assessment, and therefore using what we have learned about change in Scotland as basis for determining how to tackle the process. It is now fully recognised in Scotland that dialogue, discussion, reflection and collegiate working as part of the change process will be crucial to its success and sustainability. Teachers need to take professional ownership of assessment for the new curriculum. Practices will need to involve: Working together from the guidance provided to plan learning, teaching and assessment Building on existing standards, expectations and practice Engaging with colleagues to share and confirm expectations, which is what we’re doing today (setting up work to ensure that people are able to work together in groups within and across establishments, so that they can share their ideas)