Creating a Whole School Assessment Policy

Middle Years Programme,

Madrid,

13th-15th March, 2008

Stages

Initial StaffSurvey

Implementing

Challenges

FindingsDraftingThe

policy

ConsultationVisit

Initial Staff Survey

current strengths are we communicating what we value in assessment

to the wider community? does our approach help parents to support their

children’s learning? are we promoting assessment for learning in the

classroom? are we aware of the advantages of including students

in assessment?

Consultation Visit

aims :

• to identify and respond to questions about best assessment practices

• to underpin ideas with research evidence• to share existing classroom assessment experience• to consider some principles for a whole-school

approach• to plan next steps

Assessment: two key purposes

assessment of learning

• checks learning to date• audience beyond the classroom• periodic uses numbers,• scores and grades criterion/standards• referenced no need to involve the learner

assessment for learning

• suggests next learning audience is teachers and learners• continual – conversation and

marking• specific feedback, using words• self-referenced, ‘ipsative’• must involve the learner – the person most able to improve learning

The Big Five Principles(identified by the UK Assessment Reform Group,1999)

1. “The provision of effective feedback to students2. the active involvement of students in their own learning3. adjusting teaching to take account of the results of

assessment4. recognition of the profound influence assessment has

on the motivation and self-esteem of pupils, both of which are crucial influences on learning

5. the need for students to be able to assess themselves and understand how to improve”

An AFL Approach to Planning: Planning for Learning, not just coverage

Planning for coverage

content is fixed timing is tight inflexible students’ questions only matter

if they within the required framework

looks neat and tidy all the space is filled predictable and safe

Planning for learning

content is decided after checking with the students

timing is looser more flexible students’ questions provide

opportunities for teaching and learning

looks messy some spaces are left blank: ‘it

depends what crops up’ less predictable and feels riskier

Assessment for Learning in the Classroom

give students a choice and help them take more responsibility for their learning

explain the purpose of the learning help students to understand the criteria by which their

learning is assessed provide feedback that assists the learning process model self and peer assessment skills remind students of the progress they are making

Culmination of the Consultation Visit

at the end of the workshop we formed small cross-faculty groups to discuss how we improve and communicate learning and progress about assessment in our school.

we talked about the need to change habits the importance of collegial support the need for professional conversation regarding

change the importance of motivation

Self efficacy

Feedbackfor Self Awareness

Locus of control-

As close to self as possible

Motivation

Achievement

Intrinsic Motivation : the key features for teachers and schools as well as students

Steps to Making the Policy a committee made up of staff from all sections was

formed a policy was drafted and presented to staff at the next

in service day, the policy was informed by assessment for learning strategies, the IBO Learner profile and the school’s previous attempts to create a policy.

a further opportunity for amendments was provided the policy was written and presented to senior

management

Next Steps for the Assessment Committee

to decide the priorities for implementation once agreement is reached the strategy changes to

how to achieve change important to build in the assessment for learning

strategies into the fabric of school policies and practices such as appraisal or the expectations of teachers

the need to adopt an action research way of working to encourage teachers to try out and adopt high quality assessment practices

the need to translate support materials into the host country’s language