1. Welcome to Assessment Framework
Bridge of Allan Primary School Parent Information Session
Wednesday 30th August 2017
Thank you for coming this evening. What an amazing turn out! I am LH headteacher for those of you who don’t know me and this is JR and JA deputes.
Our plan is to share with you information about the Assessment Framework. This will be done in 3 parts. I will kick off by giving you the National Overview Jo will then give you details more specifically, how it relates to assessment & Julie will then share with you what we are doing in Bridge of Allan.

2. National Improvement Framework
To provide better information about how well;-
children are progressing
schools, councils and Scottish Government are supporting learning
The NIF is one of the most significant policy developments in Scottish education over the last 10 years. The Framework sets out a vision based on achieving excellence and equity for all, regardless of pupils' social background and circumstances.
Following a period of consultation on a draft Framework, the final publication was launched by the First Minister of Scotland, Nicola Sturgeon MSP in  
The Framework builds on a strong record of improvement. It will drive how we work towards continually improving Scottish education. It will provide a shared focus for all partners to work together to make the vision a reality.

3. National Priorities Improvement in attainment Closing the gap
Improvement in children’s HWB
Improvement in employability skills
The publication sets out four key priorities that everyone in Scottish education should be working towards: 
Improvement in attainment, particularly in literacy and numeracy
Closing the attainment gap between the most and least disadvantaged children
Improvement in children's and young people’s health and wellbeing
Improvement in employability skills and sustained, positive school leaver destinations for all young people

4. Achieving Equity PEF https://www.youtube.com/watch?v=lrKRm6KAzfU
In order to deliver these priorities additional funding was given directly to schools. This is known as Pupil Equity Funding or PEF and it correlates directly to deprivation and is proportionate. It has been ring fenced and has to be used to reduce the gap giving every child the same opportunity to succeed. I am going to show a very short clip that clarifies the difference between equity and equality.

5. Accountability The key drivers of improvement are:
Assessment of children’s progress
School leadership
Teacher professionalism
Parental engagement
School Improvement
Performance information
The NIF as I have already said will provide better information about how children are progressing and how well schools, councils and government are supporting learning. Evidence will be gathered from the 6 key drivers in a variety of different ways. However the focus for the rest of this meeting will be on the assessment of children’s progress. I will now hand over to Jo.

6. Curriculum for Excellence

7. Curriculum for Excellence
Early level: Nursery and Primary 1 (P1)
1st level: Primary 2-4 (P2, P3, P4)
2nd level: Primary 5-7 (P5, P6, P7)
3rd/4th level: First year – Third year (S1, S2, S3)
Senior phase: Fourth year – Sixth year (S4, S5, S6)

8. Curriculum for Excellence
Early
First
Second
Third
Fourth
I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods.
MNU 0-10a
I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day.
MNU 1-10a
I can use a calendar to plan and be organised for key events for myself and my class throughout the year.
MNU 1-10b
I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers.
MNU 1-10c
I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning.
MNU 2-10a
I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.
MNU 2-10b
Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance.
MNU 2-10c
Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance.
MNU 3-10a
I can research, compare and contrast aspects of time and time management as they impact on me.
MNU 4-10a
I can use the link between time, speed and distance to carry out related calculations.
MNU 4-10b

9. Professional Judgement
How?
Professional Judgement
Knowledge and understanding of child
Range of assessment information
Benchmarks
School Milestones

10. Assessment
Assessment is a central part of everyday learning and teaching for every child and young person.
Your child’s progress is not only based on ‘tests’ but on the learning that takes place within the classroom and in different settings outwith the classroom.
Evidence of children and young people's progress and achievements will come from day to day learning and through the things they may write, say, make or do.  For example evidence may emerge as a result of children and young people taking part in a presentation, discussion, performance or practical investigation.  Evidence could also be a drawing, report, or piece of art work that they have produced. Evidence may be captured as a photograph, video or audio clip as part of a particular learning experience.
Evidence of progress and achievement can be gathered by: 
children and young people through self assessment. They will be encouraged and supported to look at and revisit their own work, to develop a better understanding of what they have learned, and what they need to work on.
fellow pupils (peers) through peer assessment. Children and young people will be encouraged and supported to work together with others to assess what is good about their work and what needs to be worked on.
teachers, parents and others who can help identify and support their next steps in learning.

11. How?
FOR: Learning intentions, success criteria, learning conversations, evaluations, strengths and next steps.
AS: Reflect, evaluate, identify strengths and areas to work on, self and peer assessment
OF: Checking progress, formal and informal, moderate, assessing, data, imrpovements

12. Assessment Support Learning Inform parents/carers
Inform learning and teaching
Plan next steps
Inform professional judgement
Promote engagement
Inform learners
Track progress
Recognise achievement

13. National Standardised Assessment
The Purpose
Give every child better chance of reaching their potential.
Objective, consistent and comparable information.
Identify strengths and next steps.
Support development of effective learning and teaching approaches.
Need to gather information to identify how children are progressing

14. National Standardised Assessment
Developed and delivered by ACER International UK Ltd (Australian Council for Educational Research).
P1, P4, P7 and S3
Online
Aspects of reading, writing and numeracy
Adaptive
Stirling: between February and March

15. National Standardised Assessment
Do not determine achievement of a level
No revision
Not high stakes test
Viewed as just another part of daily learning
No pass or fail
Source if evidence for teachers
Form one part of ongoing classroom assessment
Support discussions with children and parents

16. Holistic assessment judgements to ‘sum up’
When will we assess?
On-going
Assessment during learning
Taking
a close look
at individual progress…
Assessment
of key milestones in learning
Progress and achievement
Periodic
Periodic
In developing assessment approaches it is important that we do build on our current effective practice and use self-evaluation activities to identify priorities for improvement.
In taking a coherent approach to planning learning, teaching and assessment, it is helpful to plan a strategic approach to ensure there is an appropriate balance between the on-going assessment that supports learning and the periodic assessment at key milestones including for qualifications.
We need to be careful that in developing assessment to support learning that we ensure that it does not become too time consuming and have unintended consequences.
Well-designed valid tests and examinations will of course continue to be very useful and be used in an appropriate and proportionate repertoire of assessment.
Holistic assessment judgements to ‘sum up’
Transitions

17. SIGNIFICANT ASSESSMENTS
LITERACY
NUMERACY
HEALTH & WELLBEING

18. LITERACY SPELLING WRITING READING SPELLING
P2 – 7 ~ SWST (RAW SCORE / STANDARDISED SCORE / SPELLING AGE) SEPTEMBER + FEBRUARY
WRITING
P1 ~ 1ST TERM PENCIL CO-ORDINATION SKILLS ASSESSMENT THEN AS P2 – P7
P2 – P7 ~ 4 PIECES OF WRITING OVER THE YEAR (SEPTEMBER / DECEMBER / MARCH / MAY) COVERING DIFFERENT ASPECTS OF WRITING. GRADED USING SCOTTISH CRITERION SCALE AND BENCHMARKS.
READING
P1 + P2 – READ, WRITE INK ASSESSMENTS
P1 – NRGT – MAY – PAPER ASSESSMENT
P2 – NRGT – PAPER ASSESSMENT SEPTEMBER AND MAY
P3 – P7 NRGT DIGITALLY SEPTEMBER AND MAY
FULLY ADAPTIVE READING TEST FOR THE DIGITAL USERS.
GIVES SCORE / READING AGE / AREAS FOR IMRPOVEMENT

19. P1 ~ CGI baselines (September) P1 ~ Progress in Maths (May)
NUMERACY
P1 ~ CGI baselines (September)
P1 ~ Progress in Maths (May)
P2 – P7 ~ Progress in Maths (September + May)
ABILITY – WILL INDICATE A LEARNER’S POTENTIAL PERFORMANCE
ATTAINMENT – WHERE NOW AND WHERE TO GO NEXT?
BARRIERS TO LEARNING – IDENTIFIES BARRIERS
CFE CATEGORIES

20. Mindset ~ PASS (Pupil Attitudes to Self + School)
HEALTH & WELLBEING
Mindset ~ PASS (Pupil Attitudes to Self + School)
All pupils ~ digital survey (September + May)
PASS IS AN ALL AGE ATTITUDINAL SURVEY THAT HELPS SCHOOLS GAIN INSIGHT INTO MINDSET OF PUPILS AND REMOVE ANY OBSTACLES THAT ARE IMPACTING NEGATIVELY ON ATTAINMENT.
ON-LINE
HAS 9 STANDARD MEASURES (Feeling about school / Perceived Learning Capability / Self Regard / Attitude to teachers etc)

21. AifL ANALYSING DATA / INFORMATION PLANNING LEARNING & TEACHING
QUALITY ASSURANCE
MODERATION
TRACKING
CfE focuses on a broader range of knowledge and understanding, skills attributes and capabilities that learners develop in a variety of contexts. This means that assessment in CfE will involve a broad range of approaches that allow learners to demonstrate
what they know,
What they understand
and they what can do.
You will already be familiar with the Say, Write, Make, Do approach. This does not mean that all types of evidence needs to be gathered for all learning but that the most appropriate type of evidence is gathered. The emphasis is on the assessment being fit for purpose.
It is important that our assessment is valid. The validity of our assessment is improved when assessment tasks and activities closely match the intended outcomes (clarity about what we want young people to learn and what skills to be developed). This can be achieved by setting clear Learning Intentions and success criteria.
In designing assessment approaches, consideration should be given to the best type of evidence that would allow learners to demonstrate the type of learning described for the intended outcomes. (practical tasks, displays etc) Thinking about the most appropriate form of evidence in this way will improve the validity of assessment.
The assessment process will involve gathering and consideration of the evidence by staff and learners, using agreed criteria, in order to arrive at judgements about what has been learned and how well, and what needs to be done next.
A broad range of approaches and a wider range of evidence should not be interpreted as more assessment. (remain proportionate)
(The what we assess and the how we assess)

22. When will progress be reported?
Open Door
Policy
Home / School Communication
Learning Outcomes
PUPIL PROFILES
Parents Nights
Open Nights
Staged Intervention
Sharing the Learning
Homework

23. AND FINALLY!