Working together to improve classroom assessment
Focus and context
Assessment FOR Learning
Our pupils, staff and parents are clear about what would 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.
Curriculum area(s): Secondary, cross-curricular
Curriculum for Excellence themes
(This case study shows that the capacities of Curriculum for Excellence apply to teachers as well as to their pupils.)
Project summary
This ASG in East Lothian worked on exploring approaches to assessment for learning across a number of subject areas: history, geography, modern languages, CDT, mathematics, chemistry and biology. Twelve teachers were involved. The ASG grew from the school’s learning and teaching committee, which included the headteacher.
In the first phase of the project, members of the ASG reviewed current practice and engaged in peer observation. This led to in-service for the whole staff from which decisions were taken about next steps.
The project engaged both members of the group and the rest of the staff in auditing practice, professional reading, collaborative working, practice sharing lunches, leaflets and a learning and teaching noticeboard.
Case study extract
The group started off looking widely at the points on the Assessment FOR Learning side of the AifL triangle. A questionnaire was distributed to departments, which were generally using learning outcomes, but were not so secure on sharing success criteria or giving good quality feedback so these were the points that the group concentrated on.
On reflection, more use could have been made of reading, perhaps by having discussion sessions on selected reading; by having one person talk about something useful they had read; or by recommending a particular article to a learning pair working on a particular topic.
During the first phase of the project teachers, mainly those from the group, worked in pairs and observed each other trying out a particular technique. They were also given non-teaching time for discussion together.
Monthly ‘Sharing Good Practice’ lunchtime sessions were open to all teachers. Staff were given a free lunch and encouraged to discuss topics in an informal setting.
We have been very happy with the ASG project and plan to continue it next year. We feel that we had particular success with the Sharing Good Practice lunches and the in-service day, perhaps because this encouraged staff in a large school to come together and share ideas, rather than being ‘led’ by some designated individuals.
Points to consider
- This case study began with an audit to gather evidence which could be used as feedback to identify areas for priority action. To what extent do you give conscious attention to gathering evidence to determine next steps both in your own professional development and in how you support pupils’ learning?
- Members of this ASG recognised the value of active collaboration over more ‘passive’ forms of CPD. To what extent does collaboration with colleagues feature in your professional development and how could it be further enhanced?
Contact details
If you would like further information on this case study, please contact the local authority assessment co-ordinator. You can find contact details for each authority area on our local authority co-ordinators' contacts page.