Refocusing Assessment
- Review policy, drop unhelpful practice, and retain what is best for pupils Rely less on data and more on visible progress
- A bank of formative assessment tools to:
- reduce workload pressures
- add value to the student and the learning process
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Description
The call for formative assessment
“Formative assessment should be an integral part of T&L.” – The Assessment Commission
“Formative assessment is underdeveloped.” – National Curriculum review
“Assessment needs to sufficiently support pupils’ learning.” – Ofsted
A guide to quality assessment for the new era
Diagnosing: assessing prior knowledge to establish a good starting point
Monitoring: identifying where and when learners are learning
Evaluating: ensuring pupils understand the topic and how to apply it
Responding: reshaping tasks in the moment
Progressing: activating students as owners of their learning
Assessing: measuring progress without NC levels or modular GCSEs
Reporting: reducing the burden of data collection
Low-prep, high-impact strategies to use straight away
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High dialogical feedback
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Most effective questioning strategies
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High-impact success criteria
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Labour-saving marking strategies
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Best practice in classroom discussion
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Tools to improve moderation and standardise practice
brochures
Additional information
| Course Type | Assessment |
|---|---|
| Job Title | Assistant Head Teacher, Deputy Head, Head Teacher, Subject Head, Subject Teacher |
| Key Stage | Key Stage 1, Key Stage 2, Key Stage 3, Key Stage 4, Key Stage 5 |
