When local assessment initiatives are turned into national policies: The case of formative assessment in England Gordon Stobart Institute of Education, University of London

Policy in an accountability-driven culture The importance of indicators Goodhart’s Law: ‘When an indicator becomes a target it ceases to be a good indicator’ Health, transport and education targets Looking for levers to ‘drive up standards’ Black and Wiliam’s claims for formative assessment The policy response: AfL strands, AfL strategy 2008

What is Assessment for Learning? The process of seeking and interpreting evidence for use by learners and their teachers, to identify where the learners are in their learning, where they need to go to and how best to get there. Assessment Reform Group (2002) This represents a culturally embedded anglophone approach to formative assessment Linda Allal’s ‘interactive regulation’ (rather than ‘retroactive’ or ‘proactive’ regulation)

What does AfL involve? AfL is identified with particular classroom teaching practices. These include: Learning Intentions and Success Criteria. Questioning. (wait time; traffic lighting) – recent shift to focus on dialogue Feedback – increasing recognition of its complexity. Self and peer assessment – with goal of self- regulated learners

Implementing AfL AfL began as an essentially ‘bottom-up’ school movement It then caught on to the extent that local authorities, regional and central governments began to show interest This led to sponsoring AfL initiatives with varying degrees of control. In England there has been a mix of local initiatives and strong central direction There has also been money from funding agencies to undertake research.

Benefits of policy support for AfL Permission. There is official encouragement to try this approach (the importance of researchers doing action research – permission and challenge) Resources. May offer funding/ materials to assist implementation – bring in experts/trainers, offer opportunities for collaboration (Scotland); fund publications (10 Principles poster) Develop local expertise. Local practitioners and proponents recognised; schools associate themselves with AfL practices School management more supportive. More likely to respond actively if support from centre. Discussion. Becomes a topic on agendas – may ensure continuity of effort (sustainability).

Risks of policy support Perceived as top-down policy imposition. In systems with multiple initiatives it is seen as another policy to be weathered – teachers wary of it Does not reach the classroom. Implementation strategies may not reach those who are key to its success (classroom teachers). Problem of ‘cascade’ model (England – ‘scripted training’). May begin to modify AfL to meet other agendas. Because it is widely seen as ‘a good thing’, it may be linked with less popular initiatives to ‘sugar the pill’

Case study: The AfL Strategy in England (2008). Uses ARG definition Change of emphasis: ‘robust assessment for learning, with teachers rigorously monitoring all pupils’ progress in reading, writing and mathematics throughout the year, using APP assessment criteria’ So now good assessment for learning makes: an accurate assessment – knowing what the standards are, judging pupils’ work correctly, and making accurate assessments linked to National Curriculum levels; a reliable assessment – ensuring that judgements are consistent and based on a range of evidence;