Assessing Progress and Achievement
Professional Learning Resource
Scottish Learning Festival
September 2014
Transforming lives through learning
Overview of the seminar
 Purpose of the professional learning resource
 Overview of available resources
 Overarching Paper – a generic resource
 Additional CLPL workshops
Transforming lives through learning
Purpose of the Professional Learning Resource
To
support
professional practice in assessing progress and
achievement of a level within the broad general
education
To
support
To
support
progression in the significant aspects of
learning in each curriculum area
quality assurance and moderation activities and
approaches to managing assessment
Transforming lives through learning
Education Scotland
Inspection Advice Note 2014-15
5.1 The curriculum
Theme 3: Programmes and Courses
At all stages, staff are planning coherent programmes and courses ensuring
depth and breadth in learning and embedding assessment, including reporting
on progress and achievement of levels.
They are planning for appropriate progression through breadth, challenge
and application in learning and further developing realistic and manageable
approaches to assessing progress and achievement across all curriculum
areas at early to fourth curriculum levels.
Transforming lives through learning
Assessing Progress and Achievement
Professional Learning Resource
Overview of resources
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Transforming lives through learning
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Suite of Resources
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Overarching Paper
Introduction
How should I Plan for Assessment?
What are Significant Aspects of Learning?
What Does Progression Look Like?
Breadth, Challenge and Application
How Do I Make Holistic Judgements About Achieving a level?
How Can We Monitor and Track Progress?
Responsibility of All
Transforming lives through learning
Curriculum Papers
A description of the
significant aspects of
learning within that
area of the curriculum
Information on
planning for
progression through
curriculum levels, using
breadth challenge and
application
An outline of what
breadth, challenge
and application look
like within the area of
the curriculum
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Progression Frameworks
Describes progression
within the significant
aspects of learning
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Identifies for each level a
body of knowledge and
understanding and
related skills, as detailed
in the experiences and
outcomes
Annotated exemplification
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Monitoring and Tracking Paper
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Suite of Resources
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Assessing Progress and Achievement
Professional Learning Resource:
Overarching Paper
Transforming lives through learning
Assessing Progress and Achievement
Overarching Paper
•
•
•
•
•
•
Introduction
How Should I Plan for Assessment?
What are Significant Aspects of Learning?
What does Progression Look Like?
Breadth, Challenge and Application
How Do I Make Holistic Judgements About Achieving a
Level?
• How Can We Monitor and Track Progress?
• Responsibility of All
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Transforming lives through learning
How Should I Plan for Assessment?
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What are Significant Aspects of Learning?
Within the context of assessing progress and
achievement in the Broad General Education, the
significant aspects of learning bring together a coherent
body of knowledge and understanding and related
skills as detailed within the experiences and outcomes.
These significant aspects of learning refer to the core
learning against which learners’ progress can be
compared periodically.
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SALs share a number of key features:
Each:
 brings together a coherent body of knowledge and understanding
and related skills, as detailed in the experiences and outcomes
 is common to all levels from early to fourth
 supports the practice of holistic (‘best fit’) assessment
 can be effectively used to inform assessment of progression within a
level and achievement of a level
 can be readily used to plan further progression within a level and
from one level to the next.
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What are Significant Aspects of Learning?
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What Does Progression Look Like?
Progression in learning requires that learners have opportunities to develop across
a range of context in:
NEXTT
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BACK
Learners have achieved a breadth of learning across the
experiences and outcomes for a significant aspect of learning:
Increasing number of Es and Os
Numeracy:
Use an increasing range of mathematical tools
Literacy:
Develop critical
Expressive Arts:
literacy in a
wide range of
Demonstrating Increasing skills and
contexts
confidence in presentations and
performances in familiar and routine
contexts
The Sciences:
Using a wide range of scientific language, formulae and
equations in descriptions and explanations of scientific
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concepts
BACK
Learners can respond to the level of challenge set out in these
Es&Os and are moving forward to more challenging learning:
Developing HOTS
Literacy:
Length and
complexity of text
and task
Increasing independence
Numeracy and mathematics:
Work with open ended questions
and tasks
Expressive Arts:
Showing increasing detail, complexity and
accuracy of responses to stimuli.
The Sciences:
Demonstrate understanding of increasingly complex scientific
contexts
and concepts.
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BACK
Learners can apply what they have learned in new and
unfamiliar situations:
Demonstrate and appreciation and understanding of cultural
identity
The ability to use their
knowledge of Social
Use numeracy and mathematical
Studies to participate
skills in other curriculum areas
in today’s society
Use scientific skills, knowledge and understanding to
think creatively and critically.
Apply literacy skills across curricular areas
and in real and meaningful contexts
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Curriculum Paper: Food and Health
SAL 1:
knowledge and understanding of a
healthy diet and making informed
decisions in order to improve mental,
emotional, social and physical wellbeing.
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What Does Progression Look Like?
HWB 3-34a: Having explored a range of issues which may affect food choice. I
can discuss how this could impact on the individual’s health.
HWB 3-36a: Using my knowledge of nutrition and current healthy eating advice,
I can evaluate the information on food packaging, enabling me to make
informed choices when preparing and cooking healthy dishes
LIT 3-06a: I can independently select ideas and relevant information for
different purposes, organise essential information or ideas and any
supporting detail in a logical order and use suitable vocabulary to
communicate effectively with my audience.
LIT 3.25a: I can use notes and other types of writing to generate and develop
ideas, retain and recall information, explore problems, make decisions,
generate and develop ideas or create original text.
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The Progression Framework:
Taking a Closer Look…
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What does it look like?
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How Do I Make Holistic Judgements About Achieving a Level?
LEARNER
D
I
A
L
O
G
U
E
PRACTITIONER
A significant body of
knowledge
Range of evidence
Use a range of skills
effectively
Breadth, challenge and
application
Respond consistently well to
challenging learning
experiences
Holistic, not tick box
Apply their learning in new
and unfamiliar contexts
Recognition of progress at
different rates
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D
I
A
L
O
G
U
E
How Can We Monitor and Track Progress?
Professional dialogue that
ensures judgements are
reliable and valid
QA &
Moderation
Evidence
Range of appropriate
evidence
Planned
learning
Learner
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Bundles of Es and Os,
take account of SALs and
refer to the progression
framework statements.
Learners actively
engaged in all parts of
their learning journey.
How Can We Monitor and Track Progress?
planning
written feedback
questioning
summative
assessment
learner
conversations
learning logs
performances
Where do
you find
evidence of
learning?
personal learning
plans
artefacts
practitioner
feedback
jotters
peer assessment
self assessment
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observation
plenary
Professional
judgement
Responsibility of All
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Assessing Progress and Achievement
Professional Learning Resource:
Career Long Professional Learning
workshops
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Transforming lives through learning
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Overarching paper
Power point presentation and accompanying narration
Workshop materials
• Structured approach for engaging with the paper
• Activity on breadth, challenge and application
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Curriculum area
Workshop materials
• Structured approach for engaging with the curriculum
paper
• What is breadth, challenge and application?
Using the resource to understand, apply and share
standards
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Using the resource to understand, apply and share standards
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Any questions?
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