Formative and summative assessment: A focus on

developing PGCE students’ skills to provide meaningful feedback

and judgements aiming to optimize pupil learning

Rationale 1 - AssessmentFurlong states that we need teachers who: take a sharper focus on the needs of individual

learners, including helping them in ‘learning how to learn’.

evaluate and use different sorts of evidence relevant to the improvement of practiceThe Donaldson review recommends:

A much greater emphasis on teacher led assessment than at presentDonaldson states that teachers will require:

a deep and secure understanding of the roles of both formative and summative assessment

Rationale 2 - StructureFurlong observes that the best ITE programmes internationally: develop strong links between theory and

practice establish strong links between ITE and CPD of

teachers in schools The Annual Estyn Report 2012 -13 identifies as

a target for ITE: consistency in quality of provision for students

Aim 1 – PGCE Students

Subjects offered: English, Maths, Welsh, MFL, History, Geography

To develop assessment and feedback strategies amongst PGCE students

To reinforce the crucial role of assessment and feedback in raising standards

To develop consistency of PGCE student experience across schools through two twilight opportunities, filming evidence and student/teacher contribution to Lead Lecture at University

Aim 2 – Learners Improved understanding of their

progress Clear understanding of how to

develop their learning further Dialogue between pupil and

teacher – culture of open discussion to promote learning

Aim 3 – Teachers

To offer school-based professionals additional CPD opportunities

To access new ideas To access latest research on formative and summative

assessment To provide opportunities to critically reflect on current practice

Structure – PTE 1 Develop understanding of high-quality formative feedback –

school policies, procedures, examples of best practice Provide written formative assessment to target KS3 class over

the course of PTE 1 Discuss written feedback verbally with selected learners

covering a range of abilities (filming week beginning 23/11/2015)

Clarify pupil understanding and promote ownership of learning process

Disseminate best practice between students in different ITE schools – PTE1 Twilight Event (week beginning 07/12/2015)

Structure – PTE 2 Build on skills developed and feedback gained from PTE 1

and University Focus on KS3 and KS4 Further develop skills in formative assessment Develop understanding of NC levels at KS3 and external

assessment criteria at KS4 Begin to make summative judgements with selected

learners from different abilities (filming week beginning 25/04/2016)

Disseminate best practice between students in different ITE schools through end of placement PTE Twilight Event (week beginning 16/05/2015)

Success Criteria PGCE students consistently

demonstrate sound understanding of role of assessment on a school and national level

Range of assessment strategies developed and evaluated

Creation of filmed resource Students engage in Twilight

Events

Evaluation PGCE student voice – University-led focus

group Quality of student feedback and target-

setting with learners – subject/senior mentors to monitor

Formative (interim) and summative (end of placement) reports

Student perceptions of and progress towards QTS standards – University pre and post placement audits

Thank you for listeningDiolch am wrando