Association for Achievement and Improvement through Assessment

Apr 21, 2023 Learning and Teaching Scotland 1

Association for Achievement and Improvement through Assessment

“Pupil Voice and Personalised Learning

Who’s talking? Who’s listening?”

Norman Emerson

Learning and Teaching Scotland

Voice – parents-pupils teachers

To allow pupil voice to be heard –we must ensure that a culture is created in our schools where all voices are heard and respected.


The Policy Context -Scotland UN Rights of Child –Article 12 Ratified in Scotland 1991 The Children (Scotland) Act 1995 Standards in Scotland’s Schools Act 2000

National Debate in Education 2002

Policy Developments in Scotland

Education for Citizenship Assessment is for Learning Programme Curriculum for Excellence Determined to Succeed Better Behaviour –Better Learning HMIe –Journey to Excellence



From formative assessment to Personal Learning Planning Self-assessment by pupils-the link to personal learning planning

‘Many successful innovations have developed self- and peer-assessment by pupils as ways of enhancing formative assessment. This link of formative assessment to self-assessment is not an accident; indeed, it is inevitable.’

Dylan Wiliam and Paul Black


Formative assessment -making the link to personal learning planning


ASSESSMENT AS LEARNING

ASSESSMENT FORLEARNING

ASSESSMENTOF

LEARNING

What is an AifL School?

A Place Where Everyone is Learning Together

Curriculum Learning and Teaching

Assessment

Our pupils and staff help to set their own learning goals

Our pupils and staff practise self- and peer-assessment

Our pupils and staff identify and reflect on their own evidence of learning

Staff use a range of evidence from day-to-day activities to check on pupils’ progress

Staff talk and work together to share standards in and across

schools

Staff use assessment information to monitor their establishment’s provision and progress, and to plan for improvement

Our pupils, staff and parents are clear about what is to be learned and what success would be like

Our pupils and staff are given timely feedback about the quality of their work and how to make it better

Our pupils and staff are fully involved in deciding next steps in their learning and identifying who can help

Our classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses

Using evidence as feedback

to informimprovement


Teacher Voice - Personal Learning Planning

Light on paper-heavy on the process

Learning logs were useful as a reflection on learning, and provided good notes for later revision, because they are written in pupils’ own words and are easier to remember. These notes were also useful for the teacher because they gave an insight into how much each pupil had learned and so fed the planning of the next steps.

Lawside Academy Dundee


Personal learning planning and Inclusion- The use of video diaries

The next step for development is to share the completed videos with families. One Traveller family has left, but the mother has indicated that she intends to return to collect the film. Another pupil's video has been used at an educational review in support of the pupil's transfer to high school. This was a multi-agency meeting which included the parents, and the video was well received as a useful tool for assessment

Lochgelly West Primary School, Fife


Up for some blogging?

The potential for opening dialogue between teachers and their pupils and personal learning planning online is an attractive one. Parents dialogue with their children and their learning is another potential benefit - finally they might get an answer to the question 'What did you do at school today?'

http://www.ltscotland.org.uk/cs/blogs/

Up for some Blogging? Keith Grammar School Blog – S.1 Modern Languages

Your homework for next week is to use some of the vocabulary you have learned so far and write up a short piece about yourself. For example, you might want to write your name, age, bros and sis, animals, describe your rooom/house,favourite teachers and why etc... 50 words.bonne chance!

ps if you are stuck, you could have a look at what other people have done for a bit of help, but watch out, they might make mistakes too!


Up for some Blogging? Hello my name is Aaron I live in Keith in nothern Scotland. I have 4

people in my family my sister Sadie, mum Fran and my dad George. I have 1 pet fish called Sprite and my sisters pet called Fisher Dood. I have got a blue bed and wooden floorin and cupboards. My favorite subjects at school are Techi, Pe and Music.

Bonjour! je m'appelle Gary jai douze ans jai une frere, il huit ans j'habite a Keith je suis ecossais. Mon anniversair cest le treize julliet. jai un chein, jai deux chatz. je suis grand, beau, jeune. j'aime la francais, cest super, je deteste la maths, cest nul. un blanc ordinateur. Au revoir.

Posted by: nadine | January 19, 2007 at 10:07 PM Aaron i think u had to do it in french...



Successful learners-Black and Wiliam research from 250 international reviews provides

evidence that formative assessment provides significant and substantial learning gains

Confident individuals-Scottish teachers and researchers have reported increased confidence for all pupils and significant gains for the lowest attaining groups when

formative assessment strategies have been used.

Effective contributorsIn working in pair and share and peer evaluation activities, our pupils are

learning to respect others and their views

Responsible CitizensThe use of open questioning is likely to result in developing enterprising attitudes while the use of personal learning planning is likely to lead to

pupils who are more self -reliant

Assessment is for Learning and the new Curriculum in Scotland

Pupil Councils

Are we serious?


Pupil Councils – Are we serious? There is a danger that the management style of the

pupil council results in pupils simply being consulted and informed –not fully involved in decision making process.

(Baginsky and Hannam, 1999; Dobie, 1998;

Hannam, 1998; Hart, 1997; Lister, 2001; Mills, 2002; Rowe, 2000).


Pupil Councils and Pupil Voice –

Are we bothered?

A survey of nearly two thousand young people about representation and pupil councils found that the majority of secondary school pupils knew that their school had a pupil council.

However, of those who were not currently members, nearly one third regarded their school council as boring while 18% felt that the council did not have enough power to make a difference. Older pupils increasingly said they felt their council did not have enough power to make a difference.

Scottish Consumer Council

SCC by Ipsos MORI 2007


Pupil Voice- Are we serious?

‘ With "pupil voice" a topic in most staffrooms, texting offers a way to move on from frumpy schools' councils.

Why have representative pupils when they can all have their own voice? Try this: buy a £5 pay-as-you-go Sim card. Put it into an old Bluetooth phone. Give the new number to students and they can text their thoughts to it 24/7. Free software allows you store or display their feedback on to a server. Because the phone only receives texts it won't cost the school a penny.’

Stephen Heppell on Pupil Voice


Pupil Voice –Can it impact on learning and teaching?



`We don't learn democracy, we live it!': consulting the pupil voice in Scottish schools’


Education, Citizenship and Social Justice 2006;Henry Maitles and Ross Deuchar

The authors were involved in a research project designed to promote citizenshipvalues through a democratic approach to learning in a large mixed abilityReligious and Moral Education (RME) class in a West of Scotland comprehensive( The key objective was to discover whether a participative learning style and citizenship curriculum content in core RME altered pupils’ citizenship values.

Pupil Voice- Are we serious?• Pupils completed a questionnaire expressing preferences about

learning styles. • Autocratic styles (teacher-centred and highly authoritarian) and

solitary activities were most unpopular. • At least 90 per cent of pupils were keen to work with partners or

teams of their own choice.• Most felt that teacher exposition had an important place,

especially in small groups, but also wanted to learn from visiting speakers, videos and independent resource-based learning, for example, using ICT.

• 83 per cent expressed interest in contacting pupils in other schools and countries.


Pupil Voice- Are we serious? This was to be a participative class, but not a permissive one. Pupils responded positively and suggested class values based on

respect. Thanks to the groundwork on ethos, there was a relaxed, open, warm

atmosphere during teamwork with pupils acting responsibly. Indiscipline was rare and minor, kept in check as often by other pupils

as by the teacher. The class teacher, other teachers in the school, the pupils themselves

and their parents commented that they felt that there was a major improvement in the dispositions, values and attitudes and learning of this class

87 per cent of pupils agreed they were learning better because the teacher was trying to involve them.



“ In Doune Nursery (Stirling), consultation with children and parents about curriculum planning is embedded in practice. There are regular meetings with children to find out how they felt about the activities available, and to give them an opportunity to evaluate their learning”


Parental Voice- Are we just playing at it?


Parental Voice- Are we just playing at it?

All Saints Secondary School , Glasgow

The school has also identified a number of key supporters amongst the parent group who hold ‘living room consultations’ with other parents, and bring feedback to the school. They find that some parents are more comfortable giving their views to another parent in an informal setting, so this gives them indirect access to parents who would not normally participate. Key supporters receive expenses so that they can cater for their ‘group’ or take them to a café or another venue where they feel comfortable.


Parental Voice- Are we just playing at it? Law Primary School Blog

Comment from kemp family Time: March 26, 2007, 4:40 pm

Comment from Emma Kerr Time: March 26, 2007, 10:52 pm

How amazing to look at the website tonight and see pictures and comments from the P7’s away at camp, it was great to see the photos and very reassuring to read the comments from some of the pupils. What a brilliant use of blogging - well done.

Comment from Liz Hughes Time: March 28, 2007, 6:35 pm

To Katie & Gemma, I hope you both have a great time but I am a little concerned about what your parents will get up to while you are gone. Take care and have lots of fun!!!!


Parental Voice- Are we just playing at it?Law Primary School Blog

3. Callum's DAD - October 11, 2007 I do not think that it is good idea for the child to accompany the parent on ‘parents night’ because I believe there should be privacy to allow a truthful discussion to take place. If the child was present the teacher could feel inhibited and therefore the true picture may not emerge.

4. Rob ‘s Dad - October 11, 2007 I thought the P7 parents evening was an unqualified success. The idea of allowing the pupils to self assess seems to me to be an excellent innovation. It let us get a really clear insight into how Fergus was finding P7 and also seemed to be a useful step towards accurate self assessment for him, and he really seemed to be happy about making a contribution - not easy in front of both parents and teachers!Well done everyone involved!PS the amount of work all the P7s have managed to complete this term is truly brilliant!


Teacher Voice-Is it being heard?


Teacher Voice-Is it being heard?

1n 2004 Wrigley argued that ‘teachers in Britain have become so accustomed to every detail of the curriculum being decided from above that the idea of negotiation sounds almost revolutionary’

Our collective past?• ATIS- Assess them into submission• DTIP –Drown them in paper• NMTQMIM – Never mind the quality make it measurable• KTWLOI – Know the words live other ideas• Cascade; pilot and rollout; dissemination


teachers

Teacher Voice- Is anyone listening?

‘We cannot tell teachers what to do. The situations they face in their classrooms are just too varied to predict. That is why professional judgement is so important’

Dylan Wiliam ETS Europe Conference 11 July 2006



Contact

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Association for Achievement and Improvement through Assessment

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