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|Description||This course is based on practitioner enquiry and aims to get teachers to explore their own assessment practices and how well these impact on pupils’ learning. This includes their use of feedback, assessment for learning and the use of quantitative data to inform their planning and teaching. The course gives teachers the chance to: • undertake a systematic enquiry of practice within their own classroom or wider school context to explore what is effective on pupils’ learning and what needs to be developed further. • Apply research findings on assessment practices to inform their thinking. The course is suitable for beginning or more experienced teachers and leaders and carries 20 masters points that can be used as credit against our full masters courses. The course lasts over one school term and is assessed through the submission of a detailed report on findings.|
|Categories||Primary, Secondary, Sciences, Mathematics / Numeracy, 14-19, KS1, KS2, KS3, KS4, Arts, Business / Economics, Computing / ICT, English / Literacy, Health and care, Hospitality and Leisure, Humanities, Languages, PE / Sport, Technology, Management, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Assessment, Gifted and Talented, Inclusion, Personalised Learning, SEND, Out of school, In school, After-school meetings, Speech / Seminar, Physics, Biology, Chemistry, Earth Science / Geology, Feedback, Gifted and Talented, Teacher Enquiry, Gifted and Talented Coordinator, PSHE|
|Learning outcomes for participants/users and, where relevant, pupils or students||
Impact on pupils: the Sutton Trust suggests that schools making effective links between teaching, learning and assessment see gains in pupil learning of up to six months. This course aims to improve outcomes for pupils from across the educational spectrum,including those with SEN and pupils new to English,
|Evidence underpinning this approach||
Pratitioner enquiry; teachers gathering data from their own schools and classrooms, working over a sustained period with colleagues and using the research evidence base to evaluate practice, has been shown to be an efective form of CPD (Cordingley et al, 2003). This programme draws together external expertise and particular classroom and school settings to maximise the impact of CPD on pupils' learning and whole school outcomes.
The preparation of a written report as the form of assessment allows for findings from one or more teachers to be disseminated around the school.
|How users/participants can evaluate success||
This is an action research programme and teachers will be required to: evaluate the effectiveness of current assessment strategies; undertake interventions based upon their data to improve assessement; gather data concerning the impact of the intervention.
This must be evidenced and presented as a written report for dissemination within the setting.
|Follow-up activities and support||
All particpants are allocated a personal tutor for the duration of the programme; participants with an additional needs have full access to our support services.
Taught sessions allow for teachers from around the region and across the age phases to collaborate and share parctices.
This course can link to other modules within our masters provision.
The course is taught across two full saturday sessions with individual and group tutorials in twilight sessions. This limits the cover cost and disruption to the school.
Tutorials are arranged in your setting and can be during the school day if convenient,
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.