Andrew Frapwell presentation at the afPE National Conference, July 2013 re initial ideas on the future for Assessment in National Curriculum 2014

1. The Future for Assessment
Andrew Frapwell

2. The future?

3. A different perspective?

4. Session aims:
• accurately contrast Assessment for
Learning and Assessment of Learning
• consider the purpose of assessment and
the match to practice
• explore connections between values for
assessment and assessment for change

5. Personalisation
What are your expectations?

6. Accurately contrast Assessment for Learning and Assessment
of Learning
ASSESSMENT FOR LEARNING
& ASSESSMENT OF LEARNING

7. Assessment of Learning /
Assessment for Learning
• Assessment of Learning how much pupils
have learnt at a particular moment in time the end of a unit / end of a year / end of a
key stage
• Assessment for Learning – how can we use
assessment to help pupils learn more and
progress quicker?

8. Compare and Contrast
Informal Assessment
Formal Assessment
Flexible
Dynamic
Individualized
Continuous
Process-Based
Progress Measuring
Structured
Static
Standardized
Episodic
Product-Based
Knowledge Testing

9. Assessment of Learning /
Assessment for Learning
• Effect of previous practices – pupils levelled
for each activity, sub-levelled and
‘datarised’
• ‘New’ expectation – assure competence,
competition, activity, healthy active
lifestyles
• Implication – information gleaned from
assessment should help all learners
succeed

10. Starting point:
AfL defined as ‘a process of seeking and interpreting
evidence for use by learners and their teachers to
decide where the learners are in their learning, where
they need to go, and how best to get there.’
(ARG, 2001)
Four types of action:
1. eliciting information through questioning
and dialogue
2. providing feedback with emphasis on how
to improve
3. helping learners understand quality criteria
4. peer- and self-assessment (which
incorporates 1-3)

11. Zeitgeist?
• We don’t need to understand sound
assessment procedures – the national
tests and FFT will take care of us
• Re-emphasize the learning function of
assessment – de-emphasise the
grading function

12. Assessment
th
(14
June)
• Removal of ‘levels’
• Prescription does not fit with freedoms
• Introduce own approaches to formative
assessment
• Report as to whether on track to meet
expectations at the end of a key stage
• Curriculum and assessment systems must meet
the needs of your pupils
• Work with Subject Associations (and others) to
produce a range of approaches

13. Consider the purpose of assessments and the match to
practice
THE PURPOSE OF ASSESSMENT

14. Assessment – fit for purpose
• We need to address whether the
purpose of assessment matches the
purpose of physical education

15. The Purpose of Assessment
• Hitting the target – missing the point
• 999 Ambulance response time versus levels
of progress

16. Fit for Purpose:
Every child knows how they
are doing, understands what
they need to do to improve
and how to get there;
Every teacher is equipped to
make well-founded
judgements, understands
the concepts and principles
of progression, and knows
how to use their assessment
judgements to forward plan;
Assessment systems should
be structured and
systematic for making
regular, useful, manageable
and accurate assessments of
pupils, and for tracking their
progress;
Every parent and carer
knows how their child is
doing, what they need to do
to improve, and how they
can support the child and
their teachers
16

17. Levelling activities versus:
developing a subject profile of
achievement

18. Full picture?

20. Thank you
Andrew Frapwell
andrew@afTLC.com
www.afTLC.com
07803 603450