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|Description||Balance formative and summative assessment: clarifying principles and reconciling practices Bring rigour and reliability to teacher assessment World class assessment system in your school •Research •Policy •Practice|
|Duration||Full Day Course|
|Categories||Secondary, KS3, KS4, Management, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Assessment, Out of school|
|Learning outcomes for participants/users and, where relevant, pupils or students||
Rethink the principles on which your school assessment practices are based The key features of formative and summative assessment A single coherent scheme for embedding features into all teaching and learning Case studies drawn from the realities of practices in schools School assessment policies that make a real difference The Learning Journey - planning learning with assessment in mind Clarify the overall plan and purpose in all learning Plan a sequence of activities for this purpose Techniques to ensure active participation of all learners Reflection processes to ascertain if original purpose has been achieved Validity, reliability and comparability in all assessment results Use assessment to improve pupils’ achievements Convince parents and policy makers that judgments are trustworthy and dependable Techniques to assess what we really value in all subjects Making fair assessments - methods to improve accuracy How to ensure our assessment results are comparable: In quality In standards Between different teachers Between different schools
|Evidence underpinning this approach||The provider has not supplied this information|
|How users/participants can evaluate success||The provider has not supplied this information|
|Follow-up activities and support||The provider has not supplied this information|
Paul Black - Professor Paul Black was chair of the UK government’s Task Group on Assessment and Testing in 1988. He has served on assessment advisory groups of the US National Research Council and as Visiting Professor at Stanford University. He is Professor Emeritus of Education at King’s College London, and his work on formative assessment with Dylan Wiliam and colleagues at King’s has had widespread impact.
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