1 / 20

Profiling and Profiles

Profiling and Profiles. Sheila Quigley. Aims of this presentation. to put profiling and profiles in context t o raise awareness of the role of wider achievement in the profiling process to highlight the role of dialogue in the profiling process. Profiling in context : February 2013.

niyati
Télécharger la présentation

Profiling and Profiles

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Profiling and Profiles Sheila Quigley

  2. Aims of this presentation • to put profiling and profiles in context • to raise awareness of the role of wider achievement in the profiling process • to highlight the role of dialogue in the profiling process

  3. Profiling in context : February 2013 • BTC 5 – a framework for assessment: recognising achievement, profiling and reporting • BTC 4- skills for learning, skills for life and skills for work • PROFILING 3-15 • P7 PROFILES - entitlement from June 2012 • S3 PROFILES - entitlement from June 2013 • POST 16- LEARNER JOURNEY – work in progress

  4. Learner’s Progress and AchievementsLearner’s progress and achievements Wide range of information and evidence Learner reflection and dialogue Recognising achievement Reporting to Parents Profile

  5. Why recognise achievement? For themselves… Awareness of themselves as learners The Learner For others For profiling and accreditation Engage learners in learning Increased self-esteem Increased motivation

  6. Today’s learner – what’s different? • is experiencing a Broad General Education • is consciously developing skills and attributes as well as knowledge and understanding • is more aware of what they are learning and how they are learning • is developing the 4 capacities to become a successful learner, responsible citizen, effective contributor, confident individual • is aware that the focus is on achievement not just attainment

  7. So.. • assessment needs to be more than the teacher writing a report about progress in learning and skill development • learners are becoming better equipped to reflect on their own progress in learning and skill development and have a key role in the assessment process.

  8. The purposes of profiling and the profile

  9. Managing the profiling process

  10. Who is the profile for?

  11. What should the profile include? • A good profile will include a learner statement, and is likely to include a reliable profile of achievement in literacy and numeracy, and information about progress in key aspects of health and wellbeing. • As skills in profiling develop, profiles will reflect achievements across all curriculum areas.

  12. Reported Impact - NAR pilot schools • improved confidence in pupils • pupils getting to know themselves as learners • breaking down barriers of subjects and opening door to interdisciplinary practice • real conversations about learning between colleagues • self and peer evaluation of learning and skills • increasing motivation • reflection on a ‘wealth of skills’ • having their own say on what was achieved

  13. Lessons from the Pilot Schools • it’s all about the process • opportunities to reflect on learning need to be planned • there needs to be a focus on the development of skills • support needs to be planned –for pupils and teachers • the learner has to have ownership of the profile • there are issues surrounding wider achievement

  14. Wider achievement? • What is it? • How is it shared with school when it happens outside the school day? • What is the role for parents / carers / other partners? • How do we know it’s reliable?

  15. BTC 5, page 14 Children and young people achieve success in learning through planned activities in a range of settings and in their lives at home and in their local community. These activities may be provided by youth organisations , clubs and interest groups, in community provision or by activities organised by young people themselves. It is important that, through their involvement in such activities, learners build on progress in the skills and attributes that they are developing. Recognition of as much of their achievement as possible makes learning more relevant and motivating.

  16. Full range of contexts for achievement Environment Citizenship Culture Sport and leisure Learner reflection and dialogue Voluntary work Voluntary Health Out-door learning Enterprise

  17. External Achievements- How can we be sure? • Effective quality assurance and moderation procedures are needed to validate achievements. • Sometimes this may include externally validated content, and will help ensure that the profile is recognised and valued by all

  18. Profiling – the big questions • HOW DO WE MAKE IT MANAGEABLE? • HOW DO WE MAKE IT RELIABLE? • HOW DO WE ENSURE LEARNER OWNERSHIP? • HOW DO WE PROMOTE EFFECTIVE DIALOGUE? • HOW IS PRIOR / WIDER LEARNING BEING BUILT ON?

  19. Education Scotland Support • CfE BRIEFING 3: PROFILING AND THE S3 PROFILE • EARLY INSIGHTS / RESOURCES ON WEBSITE • CASE STUDIES AND EXEMPLAR PROFILES ON NAR • FURTHER DEVELOPMENT OF NAR CONTENT –LANGUAGE OF LEARNING / E-PORTFOLIOS • TACLAN RESOURCE • DEVELOPMENT OFFICER SUPPORT • ONLINE ASSESSMENT COMMUNITY • CURRICULUM FOR EXCELLENCE BRIEFING 3 • S3 PROFILES 2013

More Related