Getting to Grips with Assessment

1. Getting to Grips with Assessment A series of leaflets for teachers and others interested in assessment Linda Sturman, NFER

2. 2 What is assessment? What does the word �assessment� make you think of? Tests? National tests (SATs)? Data? Teacher assessment? Assessment for learning? Observation? E-assessment? Assessment is all of these and more

3. 3 Why does assessment matter? It underpins learning It highlights progress It informs future teaching

4. 4 Some facts and a question Teachers assess every day (formally or informally) Assessment supports learning Teachers are good at helping pupils learn Therefore, teachers are good at assessment So� Why did we need to develop these leaflets?

5. 5 The answers Teachers told us they wanted information about assessment Schools� Use of Data study Assessment policy development

6. 6 More questions Target audience primary, secondary, generic England, UK, overseas Format Leaflets, booklet A3, A4, Z-fold Colour, black-and-white Online, hard copy Free, charge Support package, stand-alone

7. 7 Decisions 10 leaflets (turned into 12) Start with primary schools in England (still relevant to other settings) A4 Colour Starting points Stand-alone (assess need for support package)

8. 8 Approach to development NFER experts (formative and summative assessment) Practitioners (teachers, local authorities) Grounded in practice Addressing needs Overview

9. 9 Development plan

10. 10 Visits to schools

11. 11 First teacher/LA panels Nine draft themes presented for discussion of important content Same themes used for both (slightly modified titles for LA panel) Comments on format invited

12. 12 Teacher/LA panels Asked to consider questions such as: What guidance would you give to a new teacher (new to teaching or to your school/LA)? What do you wish you�d known when starting out? What�s the best advice you�ve been given since? What are the most common queries you�re asked to address? How do you address them? What do you wish you knew now?

13. 13 Next steps Confirm final themes (one dropped, others redistributed) Team draft, review and redraft Design process Second panel meeting (content and design) Redrafting and NFER expert review Finalisation and printing

14. 14 Final themes Starting out in assessment Policy into practice Assessment for learning Self and peer assessment Interpreting information from different sources Moderation of assessment judgements Making the most of assessment data Assessment information and different audiences Understanding assessment information (a leaflet for parents) Understanding tests Glossary of key assessment terms Resources and useful weblinks

15. 15 Starting out in assessment - key points Longest leaflet, describing: what assessment is, methods of assessment, how assessments might be recorded Getting started � school context, policy and staff Aims, objectives and success criteria Validity Good assessment practice and limitations of assessment When and what to assess Tracking progress Links to other helpful resources and relevant leaflets

16. 16 Policy into practice - key points Creating a �living� policy Policy content Keeping it relevant Making it accessible Reviewing the policy When? What? Why?

17. 17 Assessment for learning - key points What assessment for learning is Introducing and developing it What effective assessment for learning looks like The importance of communication Advice from practitioners Monitoring impact

18. 18 Self and peer assessment - key points Why self and peer assessment matters Learning objectives and success criteria Introducing and developing: Peer assessment Methods of introduction Rules for peer assessment Self assessment Transition from peer to self assessment What teachers say about peer and self assessment A culture of support

19. 19 Interpreting information from different sources - key points Complementary and contradictory info Why inconsistencies arise Drawing conclusions from assessment outcomes Valid conclusions Limitations Using inconsistencies constructively Advice from practitioners

20. 20 Moderation of assessment judgements - key points Purpose and styles Levelling work Collaboration and shared understanding Examples and evidence Sharing good practice a wider perspective year group, key stage, subject Ideas to consider

21. 21 Making the most of assessment data - key points Collecting and interpreting What data? What does it mean? Handling data Paper/electronic Staffing Advice from practitioners Using the data Different uses Timing Raising questions; effecting change Advice from practitioners

22. 22 Assessment information and different audiences - key points (1)

23. 23 Assessment information and different audiences - key points (2)

24. 24 Understanding assessment information (a leaflet for parents) - key points What teachers assess FS, KS1, KS2 Programme of study and attainment targets/levels Progress between levels How teachers assess Formative, summative Modes of assessment How progress is reported Understanding the information

25. 25 Understanding tests - key points Types of test Why use tests? How tests are developed Selecting a test Test preparation Not always needed Familiarisation Surface learning, deep learning Amount of preparation Integrating test preparation Minimising stress, maximising learning

26. 26 Glossary of key assessment terms Common assessment terms Cross-referenced Links to leaflets

27. 27 Resources and useful weblinks Link to leaflet series General sources of information General links, e.g. AAIA, CIEA, NAA, ARG, etc Specific links: Assessment for learning/self and peer assessment Moderating assessment information Making the most of data Assessment and SEFs Understanding tests Further glossaries

28. 28 Uptake � hard copies By mid-March: 949 sets of hard copies ordered Six LAs bulk-ordered copies for their schools (801 leaflets) Remaining 148 sets to individuals, school and university staff, local authority teams, consultants New print run needed

29. 29 Uptake � free downloads Leaflets available at www.nfer.ac.uk/gripping-assessment-primary Tracking shows: a peak in Oct (date of publication) for all leaflets Between 992 and 2787 downloads per leaflet in Oct Another peak in Feb (1052 � 2810 downloads) More hits on individual leaflets than on home page Suggests recommendations

30. 30 Downloads by leaflet, Oct 2007 � March 2008

31. Downloads by leaflet 31

32. 32 Sample feedback LA wanted guidance for schools on assessment for and of learning: Considering putting together own guidance Leaflet series �encapsulated everything in a straightforward, easy to assimilate way� �Clarity and consistency of message� perceived to be helpful Heads reported finding useful, especially leaflet for parents Experienced teacher wanted information to support change in role (from assessor to moderator) Found useful and informative

33. 33 AEA-Europe conference Poster presentation Interest from many different countries, including: England Scotland France Italy Teacher trainers Govt depts of education Curriculum organisations LAs/schools districts Teachers want to enhance their knowledge of assessment

34. 34 Next steps We hope that: You have found this as interesting as the delegates at AEA-Europe did The leaflets will continue to be downloaded and used to support teaching and learning You will have a look at the leaflets (if you haven't already done so) We�ll receive further feedback to inform future plans in this area

35. And some more questions� Should we produce a Getting to Grips with Assessment series for secondary schools? How have schools/teachers/others used the leaflets? How successful have leaflets been for: new teachers? experienced teachers? others? What other ideas are there for using the leaflets? 35

36. 36 References and contact details National Foundation for Educational Research (2007). Getting to Grips with Assessment: Primary. Slough: NFER. www.nfer.ac.uk/gripping-assessment-primary Kirkup, C., Sizmur, J., Sturman, L. and Lewis, K. (2005). Schools� Use of Data in Teaching and Learning (DfES Research Report 671). London: DfES. http://www.dfes.gov.uk Linda Sturman l.sturman@nfer.ac.uk 01753 637144 Department for Research in Assessment and Measurement, The National Foundation for Educational Research, The Mere, Upton Park, Slough, SL1 2DQ, UK phone: +44 (0)1753 574123 fax: +44 (0)1753 691632 www.nfer.ac.uk