Expectation, Assessment and Target Setting

What is assessment? How do we assess? Why do we assess? When do we assess? How can our assessment improve? How can assessment link to expectation and target setting?

QCA definition: “Assessment for learning is 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 and how best to get there” Extract from Merriam-Webster’s dictionary: “Etymology: Middle English, probably from Medieval Latin assessus, past participle of assidere, from Latin, to sit beside. What is assessment?

How do we assess? After (sometimes a long time after) the event (the event of teaching and learning). Formatively Summative assessment Assessment for Learning Marking Books Peer Assessment Informally

Why do we assess? Its purpose is not really to judge the learning but to describe it; to make it visible. A qualitative measure often using comments and descriptions to support the learner. To establish a dialogue between teacher and learner To fill a mark book

When do we assess? When it is appropriate and beneficial to the learner and teacher

When do we assess? When it is appropriate and beneficial to the learner and teacher

How can we improve Assessment?

Question? What are the specific skills you are expected to teach and develop in your subject? What are the specific skills you are expected to teach and develop in your subject?

The research indicates that improving learning through assessment depends on five, deceptively simple, key factors: the provision of effective feedback to pupils; the active involvement of pupils in their own learning; adjusting teaching to take account of the results of assessment; a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; the need for pupils to be able to assess themselves and understand how to improve. (“Assessment for Learning: Beyond the Black Box”, Assessment Reform Group.)

The research indicates that improving learning through assessment depends on five, deceptively simple, key factors: the provision of effective feedback to pupils; the active involvement of pupils in their own learning; adjusting teaching to take account of the results of assessment; a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; the need for pupils to be able to assess themselves and understand how to improve. (“Assessment for Learning: Beyond the Black Box”, Assessment Reform Group.)

The characteristics of assessment that promote learning are that: it is embedded in a view of teaching and learning of which it is an essential part; it involves sharing learning goals with pupils; it aims to help pupils to know and to recognise the standards they are aiming for; it involves pupils in self-assessment; it provides feedback which leads to pupils recognising their next steps and how to take them; it is underpinned by confidence that every student can improve; it involves both teacher and pupils reviewing and reflecting on assessment data. (“Assessment for Learning: Beyond the Black Box”, Assessment Reform Group.)

The characteristics of assessment that promote learning are that: it is embedded in a view of teaching and learning of which it is an essential part; it involves sharing learning goals with pupils; it aims to help pupils to know and to recognise the standards they are aiming for; it involves pupils in self-assessment; it provides feedback which leads to pupils recognising their next steps and how to take them; it is underpinned by confidence that every student can improve; it involves both teacher and pupils reviewing and reflecting on assessment data. (“Assessment for Learning: Beyond the Black Box”, Assessment Reform Group.)

How can assessment link to expectation and target setting?

Expectation, Assessment and Target Setting What is assessment? How do we assess? Why do we assess? When do we assess? How can our assessment improve? How can assessment link to expectation and target setting?