1. Raising standards, improving lives
The use of assessment to improve learning: the evidence
15 September
Jacqueline White HMI
National Adviser for Assessment and Testing

2. The questions
What does inspection evidence tells us about the relationship between assessment, learning and achievement?
What makes the difference between effective and ineffective assessment practice?

3. Raising standards, improving lives
The purposes of assessment:
optimise the effectiveness of pupils’ learning and teachers’ teaching
hold individual schools accountable for their performance
provide parents with information about their child’s progress
provide reliable information about national standards over time.
The Report of the Expert Group on Assessment identifies four major purposes for assessment.
Each part of the assessment system puts varying emphases on each of these purposes. It is important to be clear which part of the assessment system serves which purpose. This is to ensure that each purpose is being adequately met and to minimise the extent to which one purpose is met at the expense of another, especially the first of those listed.

4. Inspection evidence
Inspection evidence continues to provide very clear and precise evidence of the components of good teaching:
the application of good subject knowledge
clear direction and good lesson structure that provide the right pace and high expectations for all learners
skilful questioning and opportunities for independent and exploratory learning to develop learners’ understanding
the effective use of assessment for learning.
What inspection evidence and research tells us consistently is that teacher effectiveness is the single most important school-level factor in driving improvements in learning.

5. Assessment for learning
Assessment for learning is formative; it takes place continually in the classroom and is a focused joint activity between the teacher and the learner.
Its purpose is to close gaps in learners’ understanding and to support them to make progress to the next stage of learning.
The role of the teacher is to use all the information available to assess how learners are progressing, support them to assess their own work and adjust the teaching in the light of the information gained from the assessment.
Assessment practice, especially assessment for learning, is fundamental to effective teaching and raising achievement. However, despite the significant national focus on assessment for learning, evidence suggests that it is still not consistently embedded in teaching across phases and subjects and it remains a comparative weakness in provision. I in 4 inspection reports identify assessment as an area for improvement.
The home of assessment is the classroom. There is a wealth of inspection evidence to illustrate the way in which good assessment skills help pupils to learn effectively but lets be clear about what we mean by assessment for learning.

6. Characteristics of effective assessment for learning
Early and accurate diagnosis of a learner’s needs and abilities
Clarity about how and what pupils learn
Careful planning that uses information from assessment to set objectives which are appropriate to pupils’ understanding and attainment
Teaching which is adapted to learners’ needs, not just occasionally but on a continual basis
Revisiting and reinforcing learning objectives at key points in the lesson and skilfully drawing learning together
Detailed and constructive marking of written work that makes learners aware of what they have achieved, what they need to do to improve and how to go about it
Sharing assessment and learning goals with the learners to enable effective self-assessment to take place
You could expand those essentials to include:
A range of methods that give pupils some responsibility for organising how they learn, and that involve them in a variety of ways – through presentations, displays, the use of ICT, simulations, role play, quizzes, modelling, the use of memory and recall techniques, and through reflecting on the value of what has been achieved
A collaborative approach to learning, with a strong emphasis on analysis and discussion
Opportunities for divergent thinking in an atmosphere that ensures pupils do not feel bad if they make a mistake
Opportunities to demonstrate understanding through applying knowledge and skills.

7. Survey reports highlight how assessment makes a difference
Twelve outstanding special schools - Excelling through inclusion (2009)
‘Teachers have exceptional expertise in assessing progress and recognising the smallest steps as well as large jumps in learning, and in using assessment to guide teaching directly.’
Twenty outstanding primary schools - Excelling against the odds (2009)
‘High quality planning, assessment and targeted intervention enable all children to achieve the best they can.’
Twelve outstanding secondary schools - Excelling against the odds (2009)
‘Assessment and target-setting data are used to motivate students through engaging them in the formative assessment and target-setting process, ensuring that they have very clear information about how well they are doing and what they need to do to improve. Analysis of data identifies the underachievement of individuals or groups of students at an early stage. This information feeds into systems for accountability, ensuring that teachers and departments are challenged and supported to take any necessary action.’
Report clearly emphasises quality of planning – sharp focus on deliver NC
but also how to be creative.
Teachers’ knowledge essential – underpinned by good CPD
Whole curriculum – science etc also included
Pupils enjoyed learning, so standards rose

8. Excelling against the odds: common factors
High expectations and aspirations for all with the moral purpose of overcoming inequalities
A child-centred focus that builds confidence, enthusiasm, attachment to learning, emotional resilience, develops opportunities, listens and respects
Targeted support to individuals and groups to close gaps
Consistency in teaching and high quality learning
Partnerships – inside and outside the school to enhance learning opportunities and impact on outcomes
Engagement with, and support for, parents and carers
High quality planning, with outstanding assessment practice at its core
A curriculum that can deliver all of these and equips learners for the 21st c
Previously, we also did a report on sec schools.

9. Connecting the elements of assessment
Effective assessment for learning is an integral part of high quality teaching but all of the elements of assessment practice must work cohesively to raise pupils’ achievement.
In drawing together the evidence from inspection and survey reports (notably ‘Good assessment in secondary schools’ and ‘Assessment for learning: the impact of National Strategy support’) we can develop a detailed picture of the features of good practice for each of these other important elements*.
*See separate summary of these features that will be presented as a double side sheet of A4. Delegates will receive a copy and be asked to reflect on the features and decide whether they are a strength or an area for development within the context of their own work.

10. Raising standards, improving lives
What makes the difference between effective and ineffective assessment?

11. The evidence pinpoints:
A strong whole school vision of how teaching, learning and assessment raise achievement.
Connecting the elements of assessment in a coherent way to tackle clearly identified priorities for improvement in plans of action that include:
robust, systematic monitoring and evaluation
qualitative and quantitative success criteria
High quality training focused on bridging the gap between current practice and the vision of improvement.
Policies that have meaning in the context of day to day practice because they clarify expectations for individuals, teams and the whole school.
Determined leaders that are committed to deep implementation and the detail that makes the difference.

12. Raising standards, improving lives
Assessment for learning:
10 principles
Assessment Reform Group 2002

13. Raising standards, improving lives
Assessment for learning:
is part of effective planning
focuses on how pupils learn
is central to classroom practice
is a key professional skill
is sensitive and constructive
fosters motivation
promotes understanding of goals and criteria
helps learners know how to improve
develops the capacity for peer and self-assessment
recognises all educational achievement.
Most of those ‘10 principles’ for assessment for learning have been explicit in what I have been saying but two have been more implicit: assessment for learning should be sensitive and constructive because any assessment has an emotional impact, and assessment should take account of the importance of learner motivation. So, in conclusion, I want to bring those two principles to the forefront because they are the crux of that vital relationship between learning and learners’ self-esteem.

14. Constructive assessment that fosters motivation
Assessment done badly can overlook potential and/or damage the courage and sense of self-worth that we all draw on to be successful, lifelong learners.