Re-defining formative assessment in the secondary school - assessing the acquisition of skills and knowledge for deeper and sequential learning
How effective is the assessment in ensuring that pupils have grasped meaning, deepened understanding and mastered a range of relevant skills for learning?
Assessment has to be an integral part of planning for deep learning of curriculum content, curriculum concepts and cross-curricular connections. The emphasis on 'the quality of education' in the new OFSTED handbook for schools published in May 2019 has a clear focus on how assessment must be an integral part of planning that ensures positive outcomes for all pupils.
"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".
"Teachers and leaders use assessment well, for example to help pupils embed and use knowledge fluently, or to check understanding and inform teaching. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens on staff or pupils".
OFSTED September 2019
Built on a deep understanding of a wide range of sector led research this course examines how to ensure all those involved in helping pupils to deepen their learning over time focus on what to assess and how to assess. We look at the impact assessment should have in relation to how pupils retain knowledge, become unconsciously competent in their use of a range of relevant skills and can make connections across all their learning.
This event will:-
- Share an up to date review of changes to the OFSTED Inspection Handbook and current policy relating to what is meant by the 'quality of education linked to assessment
- Focus on priorities in relation to planning, reviewing or refining the assessment policy that will support a consistent, whole school approach to successful formative and summative assessment that informs sequencing of knowledge and builds a continuum of 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 and how to ensure pedagogy is linked to deepening knowledge and understanding
- Create opportunities to plan, review or refine current approaches to curriculum planning and how assessment is woven through a sequence of lessons
- Encourage reflection into what should be assessed, how it should be assessed and the impact formative assessment should have on learning outcomes
- Give time to practice how to use rich questioning techniques, how to focus on progression and the taxonomies that support deeper understanding and how to ensure retention over time
- Look at some coaching techniques linked to opportunities for 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 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 learners. Teachers especially 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, consistent approaches to formative and summative assessment, marking and feedback. Those with responsibility for transition. 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. Curriculum and Teaching and Learning managers who need to have a sound understanding of what is required of a robust and manageable assessment strategy.
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: