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Hi - an astute observation. Yes - definitely full circle. The idea that Assessment as learning v assessment for learning or assessment as learning is an interesting one.

Assessment as learning = end tests/ summative assessment

AfL - an essential part of our practice so we 'check' both in real time and post session if learning has taken place (an interesting idea in itself)

Assessment as learning - that all parts of the learning journey could fall under this umbrella & learner plays a key role. Joss

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Hi
Thank you for being the first to post. Absolutely - and in making sessions learner led it can often mean us as facilitators giving up control and developing 'in-class' systems where the learner can review and monitor and track their own learning. What strategies have you found that work? Also have you had a look at these six strategies from the Learning Scientists about helping learners to learn. I love them. Based on neuro - science . Joss

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Downloadable Materials - The Learning Scientists

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Please use our materials and pass them along to others for educational purposes! We ask that you attribute us when you use the materials, and that you do not use portions of the materials or remove information from the materials. The materials may not be used commercially.

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Hi - yes, it can be a real turn off for learners. Eng & maths in particular brings about its own levels of anxiety - particularly when learners who don't have that magic C have been studying it for so long. The 'affective' domain, or emotions which this arouses has to be acknowledged and worked with. Carol Dweck's work on growth mindsets is interesting & the power of 'yet' - see video below. You may also have come across learner grit & resilience.   Joss

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The power of believing that you can improve

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Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.

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It is very interesting how things seem to have come full circle.  AfL was a big focus a few years ago and was well linked to the learner journey.  It had real value, but the focus shifted with all the concentration on GCSEs.  Glad it is back on the map!!!

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It is very interesting how things seem to have come full circle.  AfL was a big focus a few years ago and was well linked to the learner journey.  It had real value, but the focus shifted with all the concentration on GCSEs.  Glad it is back on the map!!!

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I was really interested and agree about bombarding learners initially on programme with initial assessments and diagnostics, which are not very engaging for the learners and also motivational targets.

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I was really interested and agree about bombarding learners initially on programme with initial assessments and diagnostics, which are not very engaging for the learners and also motivational targets.

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Are we not andragogs rather than pedagogs?  I feel that engaging the learner and making it learner led is essentially what andragogy is about.  We are trainers/facilitators rather than teachers, as we are dealing with adult learners

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Are we not andragogs rather than pedagogs?  I feel that engaging the learner and making it learner led is essentially what andragogy is about.  We are trainers/facilitators rather than teachers, as we are dealing with adult learners

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The project looks really exciting and I am so glad we can be part of this

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The project looks really exciting and I am so glad we can be part of this

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We should get some excellent results.
Christine

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- double click anywhere to start writing
- if you click on links a page/ window opens within padlet which you can scroll down or click on the button that says' view original' and you get the version on the web, full doc etc.
- Youtube has some helpful tutorial videos
- or email me: joss@touchconsulting.net

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Add your response to the following question by clicking anywhere on the padlet and begin typing. You can edit your comment at any time by using the 'pen' icon or delete using the 'bin icon and start again.

Q: What one question, reflection, comment did the video raise for you?

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Take a picture of your diamond 12 and upload it anywhere on the padet. Just double click, select the camera icon and insert of drag your picture into the padlet.

If you get stuck email or leave a note on the padlet

joss@touchconsulting.net

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Download and cut out the  effective practice guidelines, from https://assessmentandtracking.com/pilot-centre-toolkit/ Item 5 (overview cards) or access from the picture below. Place them in a diamond '12', with most challenging to implement at the top and less challenging below.

This is an example of a completed diamond 12 (add pic)

To download and cut out.

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Complete this short self-assessment accessible from the link below. It will take you about 5 -10 minutes to complete before we meet.

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Assessment and Learner Tracking for maths and English

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You can access/ download it from below or from the the pilot page where you will see all the EPGs presented in different formats, Item 1 (EPGs in full.)

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Add your response to the following question by clicking anywhere on the padlet and begin typing. You can edit your comment at any time by using the 'pen' icon or delete using the 'bin icon and start again.

Q: What one question, reflection, comment did the video raise for you?

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Watch the longer video by clicking on the link below https://assessmentandtracking.com/pilot-centre-toolkit/ (14min 34 sec) or by clicking on the image below.

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The resources below are designed for the pilot centres, working on the Effective Practice Guidelines for initial and diagnostic assessment and tracking.

Pilot centres can use all/ any of the following, with their coaches, to support the piloting process:

1. EPGs (in full) PILOT (This includes the full EPGs with organisational considerations)

2. EPGs (cards) PILOT (The cards can be used to undertake an audit of current practice)

3. EPGs (wheel) PILOT (A quick reference guide, you can see the EPGs at a glance)

4. EPGs (overview by section) PILOT (This is a short aide memoire)

5. EPGs (overview cards) PILOT (These short cards can be used to prioritise EPGs, e.g. as a 'diamond 9')

We welcome feedback on the resources from organisations, not involved in piloting the EPGs, but who are interested in improving their approach to assessment and tracking - feedback form

The video below is a useful overview of key principles of assessment for learning, required to pilot the EPGs.

You can read some notes to support this video here.

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The resources below are designed for the pilot centres, working on the Effective Practice Guidelines for initial and diagnostic assessment and tracking. Pilot centres can use all/ any of the following, with their coaches, to support the piloting process: EPGs (in full) PILOT (This includes the full EPGs with organisational considerations) EPGs (cards) PILOT (The cards can...

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Access the pilot website by clicking on the image below or https://assessmentandtracking.com/
and watch the short introductory video introducing the project (2min 14 secs)

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CETTAcademy (CETTa) has been contracted by the Education and Training Foundation to review current practice in assessing and tracking learners through their maths and English programmes. Our initial aim is to formulate Effective Practice Guidelines (EPGs) to mitigate concerns arising from research, inspection and from practitioners about the validity and reliability of initial and diagnostic assessment practices together with the use of ILPs.

You can watch a video introducing the project and the EPGs below:

The 12 draft EPGs have been distilled from current educational research, as well as a wider discourse relevant to learner engagement, motivation and resilience. Having undertaken desk review and consulted with the sector, we are confident that they capture the essence of the emerging evidence-base.

We have arranged the EPGs into three sections:

1. Who should undertake initial/diagnostic assessment and tracking?

2. What should be involved in undertaking initial/diagnostic assessment and tracking?

3. How should initial/diagnostic assessment and tracking be undertaken?

As a next step, between September 2016 and March 2017, we are piloting the EPGs with learning providers across England. We have developed some tools to support this process, which can be accessed here.

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CETTAcademy (CETTa) has been contracted by the Education and Training Foundation to review current practice in assessing and tracking learners through their maths and English programmes. Our initial aim is to formulate Effective Practice Guidelines (EPGs) to mitigate concerns arising from research, inspection and from practitioners about the validity and reliability of initial and diagnostic assessment practices together with the use of ILPs.

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I'm delighted you are joining this pilot with the CETT Academy team. You are part of a national community of practitioners helping CETTa test and pilot effective practice guidelines on learner tracking and assessment in maths and English. We would like to invite you to:

1. undertake some self-directed ‘flipped classroom’ learning accessible from this padlet. This will be in three stages; some before our call, after or call and some towards the end of the  pilot.

2. attend a webcam session on 6th October 2016, 16.30  - 17.00

3. Agree a plan of action for piloting EPG 5 with a group of your learners

4. Recap/ review and contribute to a case study.