Making Learning andProgress Visible

Harnessing the Freedoms of Life Without Levels

Tim Sully and Jenny Short

We now DO have the freedom to:

• Design our own assessment systems to run parallel to our own unique curriculum

• Develop a range of strategies and techniques that are integral to teaching and learning, without the burden of unnecessary recording and tracking

The Commission on Assessment Without Levels 2015

There is no intrinsic value in recording formative assessment. What matters is that it is

acted upon. Unnecessary recording of formative assessment outcomes should be

avoided

John McIntosh.

The Commission on Assessment Without Levels 2015

“Schools’ own approaches to in-school assessment between key stages should not necessarily emulate statutory assessment for accountability purposes.”

John McIntosh

Carpe Diem!

Freedoms await ……. but will you take them?

The keys:

• Learners’ ability to articulate and to demonstrate their learning and progress

• Teachers’ ability to plan learning journeys that excite and engage them to do so well.

Planning to master the standards

• Plan backwards – milestones and inch pebbles!• Plan so that the activities and the tasks generate

a wealth of assessment opportunities and sufficient evidence to support judgements

• Organise the journey so that learners have many chances to articulate their achievement and demonstrate what they can and can’t do (yet!)

When planning units of work or lesson sequences:

CULMINATION MOTIVATION

INFORMATIONASSESSMENT

CONCRETE

ABSTRACT

PRODUCTION(OUTPUT)

RECEPTION(INPUT)

Provide teaching and learning activities and tasks through which learners acquire knowledge and skills to master the performance IndicatorsFocus: Teacher input Pupil responses

1

23

4

Focus: Draw learners inDetermine their prior knowledgeSet expectationsSet goals and outcomes

Focus: Assessment through informal tests and observations of tasks. These are teacher directed and designed to yield information for teacher assessment. (Have they got it/not?)

Focus: Holistic , higher order tasks and performances where learners independently apply new learning to further demonstrate competence and deepen understanding(Products, processes and problem solving )

CULMINATION MOTIVATION

INFORMATIONASSESSMENT

Questioning

Short tasks to help understanding

Longer tasks independently(products/performances in response to teacher directed task)

Using the new learning purposefully often self chosen /self directed to produce something or perform something or solve a problem

Blooms: Evaluating, Analysing and Creating

Blooms: Remembering and Understanding

Blooms: Applying

Blooms: Remembering and making links

AFL: Structured, scaffolded tasks. Use of success criteria and feedback strategies

AFL: The right questions managed for maximum engagement

AFL: using resources including each other

With support Independently

AFL: using resources including each other

When planning units of work or lesson sequences:

Making learning visibly obvious at Oldfield Park Junior School

Making learning visibly obvious….

….at the Hayesdown First

School Anglo-Saxon Village