Large Scale Reform in England –Large Scale Reform in England –Personalisation and the role of Formative Personalisation and the role of Formative

Assessment Assessment

“Improving Learning through Formative Assessment”“Improving Learning through Formative Assessment”OECD International ConferenceOECD International Conference

Paris, 4Paris, 4thth February 2005 February 2005

Professor David HopkinsProfessor David HopkinsChief Advisor on School Standards, DfESChief Advisor on School Standards, DfES

1950 1960

11 plus dominated"Formal"

Professional control"Informal"

Standards and accountability

NLNS

1970 1980 1990 2000 2010

2003

Brief history of standards in primary Brief history of standards in primary schoolsschools

4

Distribution of Reading Achievement in Distribution of Reading Achievement in 9-10 year olds in 2001 9-10 year olds in 2001

300

325

350

375

400

425

450

475

500

525

550

575

Sw

eden

Net

her

lan

ds

En

gla

nd

Bu

lgar

ia

Lat

via

Can

ada

(On

tari

o,Q

ueb

ec)

Lit

hu

ania

Hu

ng

ary

Un

ited

Sta

tes

Ital

y

Ger

man

y

Cze

ch R

epu

blic

New

Zea

lan

d

Sco

tlan

d

Sin

gap

ore

Ru

ssia

n F

eder

atio

n

Ho

ng

Ko

ng

SA

R

Fra

nce

Gre

ece

Slo

vak

Rep

ub

lic

Icel

and

Ro

man

ia

Isra

el

Slo

ven

ia

Inte

rnat

ion

al A

vg.

No

rway

Cyp

rus

Mo

ldo

va, R

ep o

f

Tu

rkey

Mac

edo

nia

, Rep

of

Co

lom

bia

Arg

enti

na

Iran

, Isl

amic

Rep

of

Ku

wai

t

Mo

rocc

o

Bel

ize

Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

531

484

300

350

400

450

500

550

600

650

TIMSS 1995 TIMSS 2003

TE

ST

SC

OR

E

England

JapanHong Kong

Singapore

England showed largest increase of England showed largest increase of any country in TIMSS 03 mathsany country in TIMSS 03 maths

PRIMARY: TIMSS Maths trend

Timss Science (primary)Timss Science (primary)

0

100

200

300

400

500

600

Sin

gapo

re

Chi

nese

Tai

pei

Japa

n

Hon

g K

ong

Eng

land

Uni

ted

Sta

tes

Latv

ia

Hun

gary

Rus

sia

Net

herla

nds

Aus

tral

ia

New

Zea

land

Bel

gium

(F

lem

ish)

Ital

y

Lith

uani

a

Sco

tland

Mol

dova

Slo

veni

a

Cyp

rus

Nor

way

Arm

enia

Iran

Phi

lippi

nes

Tun

isia

Mor

occo

Ambitious Standards

Devolved

responsibility

Good data and clear targets

Access to best practice and quality

professional development

Accountability

Intervention in inverse proportion to success

High High ChallengeChallenge

High High SupportSupport

Policies to Drive School ImprovementPolicies to Drive School Improvement

Percentage of Pupils Achieving Level 4 Percentage of Pupils Achieving Level 4 or Above in Key Stage 2 Tests 1998-2004or Above in Key Stage 2 Tests 1998-2004

Test changes in 2003

• Major changes to writing test/markscheme

• Significant changes to maths papers

50

55

60

65

70

75

80

1998 1999 2000 2001 2002 2003

English Maths

Per

cen

tag

e

2004

Towards a High Excellence, High Equity Towards a High Excellence, High Equity Education SystemEducation System

Source: OECD (2001) Knowledge and Skills for Life

Low excellenceLow excellence

Low equityLow equity

High excellenceHigh excellence

Low equityLow equity

Low excellenceLow excellence

High equityHigh equity

High excellenceHigh excellence

High equityHigh equityU.K.

BelgiumU.S.

• GermanySwitzerland

Poland

Spain

Korea

Finland

JapanCanada

Mea

n p

erfo

rman

ce in

rea

din

g li

tera

cy

• 200 – Variance (variance OECD as a whole = 100)

420

440

460

480

500

520

540

560

60 80 100 120 140

Achieving the High Excellence, High Achieving the High Excellence, High Equity SystemEquity System

a b ca b c

National PrescriptionNational Prescription

Schools Leading ReformSchools Leading Reform

High High Excellence, Excellence,

High High EquityEquity

Personalised Learning

Personalised Learning - DefinitionPersonalised Learning - Definition

• An approach to teaching and learning that focuses on each students’ potential and learning skills

• Designing teaching, curriculum and school organisation to address the needs of all pupils

• A learning offer to all children that extends beyond the school context into the local community and beyond

• A system that is based on co-production and mutual ownership

Adding Value to the Learning JourneyAdding Value to the Learning Journey

All these …. whatever my background, whatever my abilities, wherever I start from

All these …. whatever my background, whatever my abilities, wherever I start from

I know how I am being assessed and what I need to do to improve my work

I know what my learning objectives

are and feel in control of my learning

My parents are involved with the school and I feel I

belong here

I enjoy using ICT and know how it can

help my learning

I can get the job that I want

I know if I need extra help or to be challenged to do better I will get the

right support

I know what good work looks like and can help myself to

learn

I can work well with and learn from many others as well as my teacher

I can get a level 4 in English and Maths

before I go to secondary school

I get to learn lots of interesting and

different subjects

The Five Components of Personalised The Five Components of Personalised LearningLearning

“We need to engage parents and pupils in a partnership with professional teachers and support staff to deliver tailor made services – to embrace individual choice within as well as between schools and to make it meaningful through public sector reform that gives citizens voice and professional flexibility” (David Miliband, 18 May 2004)

Assessment for Learning

Effective Teaching and Learning

Curriculum Entitlement and Choice

Organising the School for Personalised Learning

Beyond the Classroom

Inner CoreInner Core

Personalising Personalising the School the School ExperienceExperience

CURRICULUMCURRICULUM

POWERFULPOWERFUL

LEARNING LEARNING

EXPERIENCESEXPERIENCES

TEACHINGTEACHING ASSESSMENT ASSESSMENT FOR FOR

LEARNINGLEARNING

Assessment for Learning Assessment for Learning - - at the heart of at the heart of personalised learningpersonalised learning• A systematic way of building a picture of each child which sparks a dialogue about their learning needs with others

Continuous formative assessment• Uses data and dialogue to diagnose the student’s learning

needs• Helps teachers adapt teaching and learning to individual pupil

needs• Provides structured and useful feedback, tailored to support and

promote individuals’ learning• Develops the skill of peer- and self-assessment so that pupils

can take charge of their own learning

Assessment for Learning - Assessment for Learning - a recurrent a recurrent weaknessweakness

• Assessment and its application to teaching and learning remain comparatively weak areas.

• Weaknesses linked to limited subject knowledge

• Such knowledge includes a clear view of progress

• Good practice often does not spread

• Coursework and tasks often leave too little scope for independence and choice and so are insufficiently informative as to pupils’ progress

• In the best practice target setting influences planning and alters what teachers, pupils and parents do

‘Standards and Quality 2002/2003 – The Annual Report of Her Majesty’s Chief Inspector of Schools’ and Primary and secondary subject reviews for 2002/03

The Data StrandThe Data Strand

• Using data intelligently to inform teaching and move individuals forward

• Establishing what data is most helpful to schools, how the data is made available and what tools and guidance are needed, use of the data for teaching and learning.

• The Pupil Achievement Tracker (PAT) software helps schools review their performance and analyse pupils’ past and current attainment so that they can tailor lessons and progression to each pupil’s needs.

• The Performance Data Framework will bring consistency across LEAs by setting out principles to govern data provided to schools.

The Teaching and Learning StrandThe Teaching and Learning Strand

The practical application of AfL in the classroom includes:• formative assessment of written work, setting personal

targets for redrafting • peer and self assessment• collaborative target setting• self evaluation of own work• classroom questioning techniques.

It makes pupils partners in their learning, to help them judge their own work, reflect on how they and others learn and set future learning goals.

AfL and the National StrategiesAfL and the National StrategiesApril to Aug 04

• PNS Management guide (self-evaluation tool linked to Ofsted S4)

• KS3 generic folder and core training

• One of four optional whole school priorities for KS3 with 4 days’ consultancy and £1,000 additional funding (80% schools chosen AfL)

04-05 • PNS: Excellence and enjoyment: Planning and assessment for learning

• Integral to the extended Primary Leadership Programme

• Part of the PNS Intensifying Support Programme

• KS3 subject development materials

• Pedagogy and practice: teaching and learning in secondary schools: self study unit

• Higher level teaching assistants guide

• New generic modules: Securing progression and Questioning and dialogue

The School as a Personalised Learning The School as a Personalised Learning OrganisationOrganisation

PMDU claim that a school effective at Personalised Learning focuses on:

• Focus on leadership and management of teaching and learning

• CPD including peer observation and coaching

• Making full use of the Primary / KS3 Strategies

• Focusing improvement activity on evidence of performance

• Making use of workforce reforms and new technologies

• Networks and collaboration to support school improvement

New Relationship with SchoolsNew Relationship with SchoolsSingle Conversation

• new School Standards Grant, combining most grants, from April 2006

• bottom-up targets

• multi-year, academic year budgets from April 2006

• enables improvement planning and budgetary planning for the medium term

•school’s SEF

• school’s development plan

•Exceptions report on student attainment and equity gaps

•value for money comparisons

•Data on pupil attendance•Other data

InputsOutputs

how well is the school performing?

what are the key factors?

what are the key priorities?

how is school going to get there?

head’s performance management

•report to heads, GB,LEA

• self assessment• priority and targets•action and support

•agreed package of support inc engagement with other schools

• recommendation on specialist schools resignation

•advice to GB on HT appraisal

Focus

Personalised Learning, Building a New Personalised Learning, Building a New Relationship with SchoolsRelationship with Schools

“ Giving every single child the chance to be the best they can be, whatever their talent or background, is not the betrayal of excellence; it is the fulfilment of it.”

David Miliband,Personalised Learning, Building a New Relationship with SchoolsNorth of England Conference, January 2004