Rethinking formative assessment - creating a cohesive whole school approach to ensuring assessment is designed thoughtfully to shape future learning
Redefining how the curriculum is designed, implemented and assessed are necessary as part of a new emphasis on 'the quality of education' in the new draft OFSTED handbook for schools. The focus as far as assessment is concerned is on how assessment informs to what extent knowledge is embedded, how well pupils deepen their learning and how assessment is used to assist teachers in producing clear next steps for pupils.
- "teachers use assessment to check pupils' understanding in order to inform teaching."
- teachers use assessment to help pupils embed and use knowledge fluently, develop their understanding, and not simply memorise disconnected facts."
This course takes an in-depth look at formative assessment practices that deliver dramatic improvements in pupils' resilience, understanding and motivation. We build into the day an in-depth look at the power of 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.
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 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 non-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 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, consistent approaches to formative and summative assessment, marking and feedback. 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.
We have looked closely at the statements included in the most recent OFSTED handbook currently in draft form for September 2019 for schools which states:-
"When used effectively, 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. It is therefore important that leaders and teachers understand its limitations and avoid misuse and overuse".
There is no suggestion that OFSTED are looking for a particular system or approach to assessment, however the rationale and planning in relation to how well staff understand the assessment regime and are using it consistently and to good effect is important. The tools we will provide as part of this training opportunity have been developed to support the implementation of a robust and appropriate system specifically designed to meet the needs of an individual school or college which should also be evidence that meets the OFSTED statements relating to assessment.
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: