ACCURACY IN

ASSESSMENT

EVIDENCE B

UNDLES: T

RACKING T

RAINEE

ACHIEVEMENT

THROUGH P

UPIL P

ROGRESS OVERT

IME

ACCURACY IN ASSESSMENT TOOL KIT: THE PRINCIPLES

a vision for the development of outstanding teachers which places the pupil at the heart of teacher education

a framework for assessing the quality of trainees’ teaching - starting with impact on pupils’ progress which informs ongoing achievement and final attainment

the identification of essential resources to support trainees and their tutors/mentors in recording and evidencing progress and the setting of appropriate long and short term targets

assessments reflect the quality of trainees’ teaching overall; the interrelatedness of the Teachers’ Standards and the promotion of pupil progress

an unambiguous shared language for discussing the progress of, and expectations for, trainees

THE HEART OF THE SYSTEM

Identify evidence of pupils’ progress over time

What difference

has teaching made? Why?

Identify strengths and areas

for development for the trainee

Map to TS grade

descriptors to identify quality of teaching

Review and

identify precise

short and longer term

targets

THE 7 ABSOLUTES OF ASSESSMENT

1. Assessed as a trainee teacher, in accord with TSs’

2. Judged by impact on pupil progress and learning overtime

3. Judged through sequences of lessons -using all available evidence

4. Judged against Teachers’ Standards - in full and sub headings

5. Assessors’ informed professional judgments applied

6. All grades, comments, targets aligned and moderated

7. All trainees exceed the minimum expectation for the Teachers’ Standards - appropriate to the age range and ability of pupils

THE TOOLKIT

The Toolkit is being adapted and used across the country to ensure Accuracy in assessment That all trainees and partners

understand and can explain how accuracy in assessment is achieved and their role in that!!

IMPACT ACROSS A PARTNERSHIP At-a-glance processes and procedures from

observation to assessment understood and used by all

Mentors, trainees and link tutors understanding and using the language of progress

Collaboration over training: trainees taking increased responsibility for their progress and that of their pupils

Trainees able to pinpoint their own needs, working with their mentors – individualised training

Secure evidence of progress towards exceeding the Teachers’ Standards – showing how pupil progress results from impact of teaching overall through performance in individual standards

TOOLKIT: ADDITIONAL RESOURCES AND GUIDANCE

Tracking and evidencing trainees’ progress

Accuracy in target setting

Joint HEI SCITT development group hosted by NASBTT

TRACKING AND EVIDENCING TRAINEE PROGRESS

Currently, this process can be

cumbersome - masses of evidence collected against each TS and sub-heading

confused as to purpose, expectations and intended impact on trainees’ teaching and progress

focused on ‘getting’ individual TS

TRACKING AND EVIDENCING TRAINEE PROGRESS

Shift focus, to ensure that identifying and analysing of evidence demonstrates: impact on progress of groups of learners overtime which aspects of teaching, linked to TS, are

securing this impact which aspects of teaching, linked to TS, need

strengthening to enhance impact

Always emphasising it is the impact of the strengths across the interrelated TS which secure pupil progress

INTERRELATIONSHIP OF TS AND PUPIL PROGRESS

Teaching Impact

on Pupil

progress

High expectation

s

Promote progress

Subject knowledge

Plan and teach well

Respond to needs

Use of assessment

Manage behaviour

Wider professional responsibiliti

es

Personal and

professional conduct

TRACKING AND EVIDENCING TRAINEE PROGRESS

Accurate tracking data of quality of all trainees’ teaching and their pupils’ progress and learning overtime

progress and areas of development against the TSs targets linked directly to pupil progress

Explicitly used to inform on going self-evaluation and improvement planning for trainees overall and groups of trainees

Clearly rationalised for trainees and mentors, fit for purpose as it demonstrates:

Pupil progress and learning

overtime

Quality of trainee’s

teaching within each standard

Quality of trainee’s teaching overall

EVIDENCE ‘BUNDLES’ PROCESS Trainee, with mentor, identifies strong sequence

(or sequences) of lessons re pupil progress overtime

Pull together a ‘bundle’ of evidence relating to this: assessments, marking, learning plans, observations, evaluations, photographs, weekly review forms etc.

‘Bundle’ analysed and annotated to: identify evidence of impact on the progress and

learning of different groups highlight what has enabled the impact linked to TSs indicate evidence of progress against each of the TSs

Trainee writes analytic evidence-based commentary of their progress since their previous review; including impact of training

NB Building evidence bundles needs to be modeled through centre and school based training

EVIDENCE BUNDLES

Evidence bundles can be used to demonstrate: progress made by pupils overall and by

groups of pupils quality of trainee’s teaching overall how trainees’ skills against each

Standard has enabled them to impact on pupil progress

how strong their teaching is in each of the Standards

areas for targets specifically linked to pupil progress

quality of trainees’ teaching within subjects, eg PE

TRACKING AND EVIDENCING TRAINEE PROGRESS

1

• Observations: full range of evidence of pupil progress and learning overtime, trainee strengths and areas for development impacting on pupil progress

2

• Weekly meetings: trainees present evidence of pupil progress and learning overtime, progress v targets, map new and revised targets and key strengths against Teachers Standards

3

• Interim reviews: evidence of impact on groups of learners; evidence bundle/s review targets and progress against TSs’

4

• Summative reviews: evidence bundle/s; progress for groups of learners; progress against the TSs’; strengths and targets for next stage

IN PRACTICE

Pupil progress is a focus for discussion in taught sessions: developing language for discussing progress and evidence of progress for trainees and pupils; modelling of evidence bundle building and analysis

The weekly mentor meeting draws on evidence from across the week: trainee provides evidence for appraisal – mentors need training to do this

Increased focus on groups of pupils’ progress The Teachers’ Standards, grade descriptors and targets

are reviewed in the light of the progress made by pupils Progress against the standards is tracked back from the

impact of teaching on pupil progress and learning overtime

UNIVERSITY OF ST MARK AND ST JOHN

The Indicative evidence a collation of a range of synoptic evidence that illustrates that the trainee is secure in all standards and moving beyond minimum expectation but not divided standard by standard.

The Indicative evidence should refer to two key stages and include:Unit of work for either KS 3, 4, or 5 which includes 6 lesson plans, evaluations

and all resources used to deliver the unit, assessment material, and risk assessment.

A second unit of work from a different KS.A further 6 Lesson plans showing development and progression with their lesson

evaluationsAdditional resources Examples of pupils’ work, feedback, photos of displays,

How does the indicative evidence support the judgments made of Trainee Progress?

How does the indicative evidence demonstrate pupil progress?

WHAT MORE IS NEEDED? CHALLENGES?

?

HOW IT WORKS: STARTER ACTIVITY FOR MENTORS AND TRAINEES1. Think about your/your trainees’ last taught

sequence of lessons

2. Did pupils make expected progress?

3. Was that because of you or the trainee?

4. What made the difference? Positive/negative?

5. How can you evidence this?

6. What would you do to extend the impact of the teaching on pupil progress?

CONTACT DETAILS

Gillian Golder – Director of Teacher Education University of St Mark and St John01752 636700 ggolder@marjon.ac.uk

Liz George - Programme Director LDBS SCITTLiz.George@london.anglican.org02079321126

Bea Noble-Rogers - Teacher Education Solutions07776177588bea@teacher-education.co.uk