Curriculum for Excellence: Assessment
Frequently Asked Questions
Can you explain the different roles of teachers, Head Teachers, Local Authorities,
Education Scotland, Scottish Qualifications Authority and Scottish Government in relation
to assessment?
Some of the main roles and responsibilities are listed below:
Teachers
•
Assess learners’ progress and achievements from a range of sources, to see what
learners know, understand and are able to do
•
Discuss learning with learners and help them to understand what is expected in their
learning
•
Discuss and report to parents about their child’s learning and any concerns or
questions they have about that learning
•
Discuss with learners the development of their profiles which provide information on
their achievements within and out with school
•
Discuss and share with other teachers what’s expected in learning at different ages
and stages
Head Teachers
•
Ensure that all teachers are carrying out ongoing assessment of learners’ progress
•
Provide opportunities for parents to understand assessment for Curriculum for
Excellence including assessing progress, profiling and recognising achievement
•
Support the Parent Council in engaging with the school and in children’s learning
•
Plan opportunities for teachers to discuss and share what’s expected in learning at
different ages and stages
•
Provide information to parents and other stakeholders on how well the
school/establishment is performing
Education Authorities
•
Ensure that schools are continuing to secure improvement in the quality of school
education
•
Engage with, and support schools to engage with, parents in their understanding of
Curriculum for Excellence
•
Sample the quality of learning, teaching and assessment in schools
•
Ensure that all schools have arrangements in place for teachers to discuss and share
what’s expected in learning at different ages and stages
•
Ensure profiles are developed and support opportunities for the recognition of
achievements out with school
Education Scotland
•
Provides advice and support for teachers and authorities in understanding
assessment practice
•
Provides opportunities for teachers to share with other teachers what’s expected in
learning at different ages and stages
•
Works with Scottish Government, the Scottish Qualifications Authority, National
Parent Organisations and a wide range of other national and local organisations to
support learning in early years, schools colleges and other learning establishments.
•
Works in partnership with Scottish Government and the Scottish Qualifications
Authority to support the development of the National Assessment Resource to
support teachers in assessment of learning
•
Supports teachers in the development of materials to support their understanding of
assessment
•
Works with the Scottish Qualifications Authority and Scottish Government to support
the national Scottish Survey of Literacy and Numeracy and from its results develop
information to support learning in literacy and numeracy.
Scottish Qualifications Authority (SQA)
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Contributes to work on qualification and assessment in its role as the national
accreditation and awarding body in Scotland
Responsible for the development and delivery of the new National Qualifications
which are being introduced to support CfE
Consults widely with practitioners and subject experts during the development of
each qualification to create the best qualifications possible
Works with other educational stakeholders in Scotland, whose views are helping to
shape the new National Qualifications
Works with Scottish Government and Education Scotland to support the national
Scottish Survey of Literacy and Numeracy and from its results develop information to
support learning in literacy and numeracy
For further information visit the SQA website: www.sqa.org.uk. Information on the following
is also available: Frequently asked questions www.sqa.org.uk/cfefaq; Information for
parents, including the guide for parents and carers to the new National Qualifications:
www.sqa.org.uk/cfeforparents.
Scottish Government
•
Has lead policy responsibility for assessment approaches for Curriculum for
Excellence to ensure that all children and young people have an improved learning
experience and develop skills for learning, life and work
•
Provides advice to Ministers on all key features of assessment for Curriculum for
Excellence
•
Works with Education Scotland, the Scottish Qualifications Authority, all authorities,
Scotland’s Colleges, National Parent Organisations and other national and local
organisations to ensure that assessment practice provides a more connected
education experience for learners from early years through to colleges and
universities.
•
Works in partnership with Education Scotland and the Scottish Qualifications
Authority to support the development of the National Assessment Resource to
support teachers in assessment of learning
•
Ensures that the national survey : the Scottish Survey of Literacy and Numeracy and
the international survey : Programme for International Student Assessment informs
improvement in learning and teaching
Why are profiles important?
The profile provides information on successes in learning and a reflective summary
statement of achievements including achievements beyond school and other awards. The
learner has ownership of the profile and it contains information that they choose to share
with others. The profile needs to be manageable, straightforward in design, and the process
of profiling, worthwhile in contributing to, and underpinning, learning and teaching.
The purposes of profiles are to:

Provide learners with a reflective summary statement of achievement

Publicly recognise progress in learning and achievement

Challenge, motivate and support all children and young people to achieve their best
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Build learners’ skills and capabilities to reflect on their learning
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Support and inform transition
What might be included in my child’s report?
Reporting comprises a range of activities including written reports, learners presenting their
learning to parents, parents’ consultation meetings and on-going oral discussions. Each
local authority has the flexibility to develop their own design for reports. All reports to
parents should provide clear, positive and constructive feedback about a child’s learning. It
should also provide information on:
•
Progress in the curriculum areas with brief statements noting particular strengths,
areas for development and achievements
•
Achievement of a curriculum level, either in a part of a curriculum or in a whole
curriculum area
•
Achievement across curriculum areas and learning out with the school
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Any support being put in place to ensure each child makes appropriate progress
•
Any gaps in your child’s progress and ways parents can help
Questions Parent Councils may find useful when discussing some aspects of assessment
for Curriculum for Excellence with their school or local authority.
•
How are you communicating with parents about the purpose of profiles?
•
In preparing profiles what account is taken in recognising achievements out with
school?
•
How can a profile be best used to share a child or young person’s achievements and
strengths with their family?
•
Reporting - how will parents know how well their child is doing?
There are a number of ways that you will find out about how your child is doing. You will
know through the work that they tell you about at home. There are parent’s nights when
you have the opportunity to speak to your child’s teacher/s and the yearly report which
details progress made strengths and next steps, which you will be familiar with. The
format of these written reports will continue to be decided locally by schools and local
authorities. Schools are looking at other approaches to reporting that will involve
learners and parents including open days, pupil led parent /teacher consultations and
learning logs.
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How are you making parents aware of the range of approaches used to report to
parents about how their child is progressing?
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How are parent’s views taken into account and used to support learning?
•
How are you communicating with parents about the BGE and progress to the senior
phase?
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How are you communicating with parents about when young people will make their
subject choice throughout the senior phase?