Formative Assessment - Creating the pedagogy of challenge, progression and deeper learning in the primary school
What is the evidence that continuous formative assessment is an integral part of curriculum planning and implementation? How is assessment used to inform decisions to intervene, challenge or re-enforce the learning? How consistent is the quality and accuracy of assessment within year groups, across subjects and within key stages?
Have the evidence that:-
"Teachers use assessment to check pupils’ understanding in order to inform teaching, and to help pupils embed and use knowledge fluently and develop their understanding, and not simply memorise disconnected facts."
"........., assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils. However, assessment is too often carried out in a way that creates unnecessary burdens for staff and pupils."
"......... assessment is used in the school to support the teaching of the curriculum, but not substantially increase teachers’ workloads by necessitating too much one-to-one teaching or overly demanding programmes that are almost impossible to deliver without lowering expectations of some pupils."
This course focuses on assessment as part of the curriculum planning process. It also takes an in-depth look at formative assessment practices that deliver dramatic improvements in pupils' resilience, understanding and motivation to accept challenge. We build into the day a focus on the power of positive questioning and at other formative assessment skills that teachers can use to encourage independence so that pupils understand and can articulate how they are learning as well as what they are learning.
We investigate the power of challenge and the value of effort as integral aspects of formative assessment and resilient learning. We look at the growing body of evidence that suggests pupils benefit from opportunities to be an integral part of the assessment process and focus on some of the strategies that are known to impact on learning and achievement. We also focus on the imperative to ensure that professional dialogue across all subjects, year groups and phases leads to a consistent whole school approach to how assessment is used as an important aspect of curriculum delivery and impact.
This event will:-
- Give an up to date review of the research, changes to the OFSTED Inspection Handbook and current policy relating to what is meant by the 'quality of education specifically linked to planning a strategy for assessment
- Focus on priorities in relation to planning, reviewing or refining the assessment policy into practice that will support a consistent, whole school approach to successful formative and summative assessment
- Create opportunities for delegates to review how assessment is planned so that it is an integral part of teaching and will impact on learner outcomes, how skills are developed and how knowledge acquisition informs the next steps for the learner and the teacher
- Focus on what is being assessed in relation to stages of development within subjects including the core of English, Maths and Science, the Foundation subjects and cross-curricular learning
- Examine some of the research that has informed current thinking into assessing learning; essentially how pupils learn in relation to alterations in their long-term memory
- Provide an opportunity to reflect on the skills that teachers and support staff need to develop highly effective formative assessment strategies, the use of rich questioning techniques, encouraging higher level thinking linked to their chosen taxonomy and creating opportunities for problem solving and independent learning
- Look at some coaching techniques and how coaching is highly effective as part of ensuring collaboration, moderation and the sharing of good practice that encourages a culture of reflection, professional conversations and high-quality approaches to feedback and forward planning
Who should attend?
Senior leaders, curriculum leaders and subject specialists who have the responsibility to ensure that their teaching and support teams are working together to plan their teaching and assessment strategies in order to create a continuum of progression and a sequencing of learning that will deepen knowledge and understanding for all pupils. Teachers, especially those with responsibility for delivering core and subject specific learning who can work closely with their teams to define how to deliver a curriculum and assessment model that will support high quality pedagogy in the classroom. CPD managers who want to learn from the event and take back a range of high-quality training tools and resources to develop a programme for all teaching and support staff in school.
Learning Cultures are supported by a team of experts from across the UK who are using a range of resources and research papers to ensure that materials used in the construction and delivery of this event will support schools in their quest to ensure they can build a system that will support effective formative and summative assessment that is fit for purpose for the school, the pupils, parents, carers and staff.
All our events are centrally located. Registration and refreshments are available from 9.30am for a 10.00am start, and we will finish around 3.30-4.00pm. We always provide lunch.
Second or Subsequent Delegate Price:
Select & Book
- spring Term Dates
BirminghamThursday 7th May 2020
YorkThursday 14th May 2020
LondonThursday 4th June 2020
ExeterWednesday 17th June 2020
ManchesterWednesday 1st July 2020
- autumn Term Dates
LondonWednesday 16th September 2020
ManchesterWednesday 23rd September 2020
YorkTuesday 29th September 2020
CardiffWednesday 30th September 2020
BirminghamFriday 2nd October 2020
BristolThursday 15th October 2020
LondonWednesday 18th November 2020
ManchesterWednesday 25th November 2020
The Coaching School - Bridgnorth, ShropshireTuesday 1st December 2020
LeedsThursday 3rd December 2020
BirminghamFriday 4th December 2020
ExeterTuesday 8th December 2020