1. Building the Curriculum 5 BHS Parents 18 May

2. What is Building the Curriculum 5 about? For many years teachers have been concerned that assessment has tended to determine the curriculum and not the other way round. Curriculum for Excellence is about raising standards for all by actively engaging learners, improving pedagogy, promoting deep understanding and developing skills. It is vital that assessment approaches (including those relating to qualifications) should reflect these aims. This applies to schools, colleges and other educational establishments involved in Curriculum for Excellence.

3. What does it say? The purposes of assessment include: > supporting learning > helping to plan next steps > informing learners and their parents of their progress > summarising achievements (sometimes through qualifications) > monitoring the education system and influencing future developments.

4. What is new about it? The priorities in Building the Curriculum 5 are grouped around eight key ideas. None of these is entirely new but each is given added prominence and should be used to shape assessment processes that will meet the needs of Curriculum for Excellence. These ideas are: 1. Learner engagement in assessment is crucial. 2. Teachers need to use many approaches to assessment. 3. Assessment should focus on breadth, challenge and application. 4. Evidence of learners’ progress can be gathered across the four contexts for learning. 5. Professional dialogue is central to agreeing standards. 6. Assessments should be reliable, valid and proportionate. 7. Curriculum for Excellence principles should underpin reporting. 8. Assessment needs to be quality assured.

5. Learner engagement in assessment is crucial. Active engagement Sharing learning intentions Feedback and forward planning Involved in choosing Need to develop these skills

6. Teachers need to use many approaches to assessment. Range of techniques required Suited to learners circumstances

7. Assessment should focus on breadth, challenge and application. Breadth – mastery across many outcomes and able to make connections Challenge – about depth, able to show more than knowledge acquisition Application – the ability to turn knowledge to practical effect by applying to the real world

8. Evidence of learners’ progress can be gathered across the four contexts for learning. Learning within curricular areas Interdisciplinary Ethos and life of the school Broader opportunities for achievement

9. Professional dialogue is central to agreeing standards. Standards embedded in E’s and O’s and new qualifications Schools need to create space for internal and external sharing Teachers involved in moderation SBC developing moderation across authority and with national

10. Assessments should be reliable, valid and proportionate. Measures not just knowledge but also understanding, skills and personal qualities Innovation and classroom practice increase validity Reliability of more traditional forms of assessment not to be lost Assessment should not dominate learning Assessment must be proportionate and sustainable and not place too much demand on teacher time

11. Curriculum for Excellence principles should underpin reporting. Reporting to cover: Lit, num and H+WB Progress within and between levels Strengths and areas for development Application Need for additional support Regular (esp. transitions and end of S3) Proportionate and not unduly burdensome

12. Assessment needs to be quality assured QA and M to ensure assessment is: Fit for purpose Valid and reliable Takes account of national standards Focuses on B C and A Promotes active learner engagement

13. In conclusion