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We use a range of diagnostic tools, formative assessments through observations, quick quizzes and revisits, critique techniques in peer and self assessments and , summative assessments.
I think that all staff need to have a clear understanding of assessment and its' purpose within the curriculum, to see that effective assessment is intertwined with and underpins a cohesive learning sequence.

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We have been reviewing assessments and at KS3 Year 7 have knowledge tests, Year 8 have a knowledge test plus three questions. Year 9 have similar, key stage 4 students have exam style papers.  I think remote learning enabled us to see the benefit of testing knowledge as well as skills.

Why do you think it is important to have an understanding of assessment theory?

Assessment theory enables school leaders to communicate more effectively the rationale for why the assessments has been planned as they have.  It then means teachers use the theory to construct meaningful assessments that test what you want them to test.  Furthermore it enables standardisation and discussion within teams around assessment.

When assessments are constructed with a clear commitment towards underlying theories it ensures that school leaders get a more accurate picture of the attainment of students in each year for group.  It supports teachers to know their classes more effectively, which in turn informs their planning, and teaching so that knowledge and skills gaps are filled.  If the assessment is simply constructed with no thought about assessment theory this makes the analysis more challenging.

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Overall, I think a good understanding of assessment theory amongst teachers and school leaders helps schools deliver their planned curriculum effectively. Assessment is a means to determine how students are progressing through that curriculum, and a blend of different sorts of assessment can support student understanding and teacher planning & delivery.

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Why is it important to have an understanding of assessment theory?

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Why is it important to have an understanding of assessment theory?

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As Professor Coe states, assessment is a significant area of teacher practice, and yet it is an area on which there is limited training. I have often advised new or younger teachers to undertake work with an exam board in order to give them experience of thinking carefully about the nature and purpose of assessment. However, the opportunities to work closely with colleagues on formative, low stakes assessment design is limited, and clearly this is something that it would be desirable to address.

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Having read the blog I was brought back to the YARC assessment with each section - this is the only valid assessment I can think of currently used that 'ticks' all boxes! 

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Having read the blog I was brought back to the YARC assessment with each section - this is the only valid assessment I can think of currently used that 'ticks' all boxes! 

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How can it improve practice as a teacher?  As a leader?

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How can it improve practice as a teacher?  As a leader?

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By understanding what assessments are and are not telling us it can support both teachers and leaders in not becoming too obsessed with the 'data'. The numbers tell us about the students at that time on that day, it doesn't tell us about all the complexities that can be understood by looking at what has been learned - why and why not - this is less easily quantifiable. Questioning the validity and reliability of assessment should lead to us working smarter - if it isn't reliable or valid - why are we doing it? Understanding how memory works and how knowledge is most effectively recalled also helps us as teachers in delivering the information as effectively as possible when the lessons are being taught.

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Why do you think it is important to have an understanding of assessment theory?

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Why do you think it is important to have an understanding of assessment theory?

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If we are striving for our students to 'learn' more, we need to understand how we can effectively measure whether or not information has been learned effectively.

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Quick quizzes - knowledge recall especially when needing certain prior learning ahead of today's lesson.

Mock exams in years 10, 11, 12 and 13.

Essay modelling and practice in class then timed completion.

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We use a variety of assessments, such as old SATs papers, PM Benchmarking, White Rose maths assessments. We also observe children, and mark off descriptors on Target Tracker from work in lessons. We need to understand assessment to be able to adapt and modify our teaching. It is directly linked to pedagogy and curriculum and clear assessment helps improve these areas constantly. 

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We use a variety of assessments, such as old SATs papers, PM Benchmarking, White Rose maths assessments. We also observe children, and mark off descriptors on Target Tracker from work in lessons. We need to understand assessment to be able to adapt and modify our teaching. It is directly linked to pedagogy and curriculum and clear assessment helps improve these areas constantly. 

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Q and A used a a quick formative assessment

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Q and A used a a quick formative assessment

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In my hospital setting, assessing pupils is extremely challenging. We have pupils who are with us for 1 week and pupils who are with us for months. Our teachers have to come to us already having a good understanding of what assessment is and how to use the information it gives in order for us to be able to measure progress and achievement. We baseline our pupils when they are admitted which gives us an understanding of where the pupil is currently working but it isn’t always an accurate picture of that child due to the nature of why they are in hospital. The skill our teachers need to have is to interpret this assessment information in to targets for that pupil in line with expected outcomes, taking in to account thier medical needs. It’s not just understanding assessment, it’s having a sound understanding of age related expectations and subject knowledge and health. They all have to work together for our pupils to make progress whilst they are with us. 

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In my hospital setting, assessing pupils is extremely challenging. We have pupils who are with us for 1 week and pupils who are with us for months. Our teachers have to come to us already having a good understanding of what assessment is and how to use the information it gives in order for us to be able to measure progress and achievement. We baseline our pupils when they are admitted which gives us an understanding of where the pupil is currently working but it isn’t always an accurate picture of that child due to the nature of why they are in hospital. The skill our teachers need to have is to interpret this assessment information in to targets for that pupil in line with expected outcomes, taking in to account thier medical needs. It’s not just understanding assessment, it’s having a sound understanding of age related expectations and subject knowledge and health. They all have to work together for our pupils to make progress whilst they are with us. 