Better Planning for Assessment

Session Pack

Jon SillarPrep for Work & Life Dept.

SGS College

Better Planning for Assessment

Why?• Assess the development of the ‘whole person’• Improve how assessment is documented on your SOWs

and Lesson Plans – ensure the observer knows you have considered the ‘hidden curriculum’

• Break down your assessment processes to ensure you have considered everything and haven’t missed an essential opportunity for development

Find resources from this session

1. Teacher Resources Network

2. Articles

PTO

3. Browse by Author

Then look for me (Jon Sillar) and look for the article titled “Moving to Outstanding Conference”

Developing the ‘whole human’

Every time you assess a core curriculum activity, consider how you will assess, alongside, the ‘hidden’ skills inherent in the carrying out of said activity.

Assess how the ‘whole person’ is developing not just whether they are able to complete a given task, or not.

Also, setting a student a personal target to develop one of these items below, is a valid form of differentiation - Differentiation/Personalisation of learning does not have to be curriculum based

Handout 1: Developing the ‘whole human’

Maths/Numeracy

Reading and Writing

Speaking and Listening

Self - Advocacy

Behaviour for Learning

E&D – accepting others

Body LanguageSocial Skills

Behaviour for Work

ProfessionalismWorking with others

Pastoral support & guidance

Organisation

Self Management

InitiativeCritical thinking

Creative thinking

Academic/Study skills

Then detail how will you conduct yourself to promote E&D:

1. Celebratory: celebrate: diversity, positive contribution and success

2. Holistic and preparatory: educating learners to “Respect difference”, remind them of their personal responsibility, prepare them for their place in society

3. Anti-discriminatory: only ever use/accept E&D compliant resources/materials/language/imagery

4. Inclusive and personalised: ensuring all students (no matter how diverse needs) are included: learning is personalised, teaching is accessible

5. Responsive: always adhere to Internal Safeguarding procedure, always proactively removing barriers, always challenging intolerant language/behaviour

Of course, check 10 areas in equality legislation to see if they relate to any of your session content. If they do, mention it.Age, Disability, Gender reassignment, Marriage and civil partnership, Race, Religion or belief, Sex, Sexual orientation, Pregnancy, Poverty and deprivation - Aspiration & Ambition – No one is left behind, + Sustainability: Environmental & global issues e.g. fairtrade

Handout 2: E&D Checker

Scheme of Work – Exemplar

Activity Assessment Embedded Skills are… Equality and DiversitySmall Group Task Dual Assessment

1. Assessment of topic content by…..

Completion of the task. Work produced.

2. Assessment of embedded skills and E&D by…..

tutor and support worker observation, listening. Discussions/questioning.Individuals may need to be spoken to 1:1.

Emotional, Social, Behavioural conduct.Ability to work in group/team - THE most important employability skill! relating to others,Listening to others,taking turns to talk, Confidence; speaking upSharing knowledge, believing you have something valuable to say

Respecting others, respecting differences, positive and non-discriminatory language towards others,Teachers/Support to open challenge.Ensure everyone is included and can participate on an even playing field – nobody left behind,Each group present their work- celebrate success of all.

Further thought…You can break down your assessment even further

Activity Assessment Embedded Skills are… Equality and Diversity

Small Group Task Dual Assessment1. Assessment of topic content by…..

Completion of the task. Work produced.

2. Assessment of embedded skills and E&D by…..

tutor and support worker observation, listening. Discussions/questioning.Individuals may need to be spoken to 1:1 to coach individual behaviour skills---------------------------------------------Now break down in Capture, Record and Feed, like so:

1. How will the ICSW and Tutors Capture the learning that is happening?In this case it will be captured by observation and whatever form the work takes.

2. Record i.e. where will you keep evidence of the learning?Completed work will be put in a portfolio? Or maybe onto Moodle?Observations will be recorded on ProMonitor

3. How will this feed into future learning to create a reflective learning cycle?ProMonitor observations will be fed into learners 1:1 tutorialsThis activity might feed into a future session or into an assignment brief?

Emotional, Social, Behavioural conduct.Ability to work in group/team - THE most important employability skill! relating to others,Listening to others,taking turns to talk, Confidence; speaking upSharing knowledge, believing you have something valuable to say

Respecting others, respecting differences, positive and appropriate language towards others,Ensure everyone is included – nobody left behind,Each group present their work- celebrate success of all.

Finally…

• When breaking down your assessment on your SOW or Lesson Plan, DON’T spend hours word processing it and making it look pretty!

• Just scribble in the additional info by hand

• It takes just 5 minutes to do and can make the difference between a grade 2 plan and a grade 1 plan.

• But DON’T let it take up too much of your valuable time…. Work Smarter, not harder!!