Assessing without levels
through Learning Ladders
West Exe Technology College
Assessment Innovation Fund
Our position
• Newly formed Exeter Learning Trust (Jan 14)
• Learning ladders used increasingly by our
partner schools, key stages and subject areas
• Our vision – consistent and joint approach to
assessment
• Common language for all to understand
We hope you find this useful
• This presentation gives an overview of how
our learning ladder system works
• Exemplar material and templates are also
available to download
• A full pack of exemplar materials across key
stages 1 to 4 ready for September 2014
Assessment for Progress
• We are establishing a framework for 2014-15
and beyond to ensure that assessment
genuinely supports progressive learning in
all subjects
O
PR
SS
GRE
Our philosophy
Changes to our assessment format and framework
are not about reinventing the wheel…
…they are about making the wheel turn
more smoothly and effectively.
http://www.delta-associates.com/wp-content/uploads/DOHP-Main-Image-Wheel.jpg
Why is a change in the assessment
process needed?
• To ensure that assessment is consistently
delivered across all and within subjects in a
common format and framework
• To ensure that assessment is based upon wholeschool and subject-specific criteria
• To ensure that assessment feeds directly into the
school’s tracking system and that additional
support is given to the correct pupils
• To best support pupils’ progress, “enabling them
to understand how well they are doing and what
they need to do to improve.” (OFSTED)
How the format & framework
changed for West Exe
Streamlining:
• 9 modular assessments to be replaced by 6
assessments per-year
(ie. 1 formally recorded assessment per half-term)
“Fewer assessments = More progress”
How the format & framework
changed for West Exe
Grading:
• Use of Bloom’s Revised Taxonomy to provide a
coherent whole-school language / framework for
assessment
• KS3 levels to be ‘replaced’ by West Exe levels
(designed and agreed by subject teams) which
incorporate Bloom’s language
• GCSE grade descriptors to incorporate Bloom’s
language
Bloom’s Revised Taxonomy
plan, invent, design, develop, construct, compose
assess, justify, prioritise, judge, decide, choose, recommend
compare, contrast, examine, investigate, categorise, classify, sort
use, complete, examine, illustrate, solve, apply
explain, compare, discuss, predict, outline, adapt
identify, name, describe, find, list, recall
Bloom’s Revised Taxonomy
Bloom’s action words
Constructing ladders
‘Learning for progress’
overview ladder
produced for
each subject area
(1x A4 page for each key stage)
Use a common hierarchy of thinking
skills based on Bloom’s Revised
Taxonomy and Bloom’s action words
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
Plan, invent, design, develop, construct, compose
Assess, justify, prioritise, judge, decide, choose, recommend
Compare, contrast, examine, investigate, categorise, classify, sort
Use, complete, examine, illustrate, solve, apply
Explain, compare, discuss, predict, outline, adapt
Identify, name, describe, find, list, recall
Individual
‘Learning for progress’
ladders
Planning
*choose which individual
ladder(s) to use depending on
factors such as ability, topic, prior
learning, position in module
and adapt as necessary
Individual lessons*
(as success criteria)
Interim formative assessments*
Periodic reviews of learning*
Summative (end of topic)
assessments*
Identify assessment
common elements
eg. numeracy, literacy,
language, cross-curricular
‘Learning for Progress’ Subject Overviews*
One for each key stage
Bloom’s action words
Key linked to subject specific
concepts and processes
within each ladder step
progressive
Common hierarchy of
thinking skills based on
Bloom’s Revised
Taxonomy
Each ladder step
descriptor has been
adapted from legacy
key stage level
descriptors and GCSE
grade descriptors
*Exemplar copies and templates
available to download as editable files
‘Learning for Progress’ Individual Ladders*
Clarity of what is
being assessed
Steps on
ladder
ticked
when met
progressive
One for each assessment
Concrete description of what a pupil is
expected to know and be able to do
with exemplification
Opportunities for
self/peer/teacher
reflection
Pupils make corrections & improvements
in green pen to the work produced
*Exemplar copies and templates
available to download as editable files
How a learning ladder works
Parents/carers know next steps &
therefore how to support progress
Pupils refer to higher steps of the
ladder to identify
next steps for progression
(via self review, peer assessment,
cooperative learning
or teacher led)
Opportunities to share snapshot
with parents/carers through
reporting, subject evenings, email,
text, online reporting,
school website
Pupils identify
current snapshot of progress
(via self review, peer assessment,
cooperative learning
or teacher led)
Teacher constructs learning ladder in
planning stage ensuring steps are:
 objective driven
 short
 discrete
 qualitative
 progressively challenging
 concrete description of what
a pupil is expected to know
and be able to do
Pupils choose the steps
to focus on




Teacher & pupils use ladders
as a basis for:
differentiated success criteria
interim formative assessments
periodic reviews of learning
summative assessments
Ladder steps
• Every step is objective driven by curriculum content
• Each being a short, discrete, qualitative and
concrete description of what a pupil is expected to
know and be able to do
• Allows the teacher to gather an accurate snapshot of
pupil ability at each point of assessment
Green pen initiative
• Using a green pen, pupils encouraged to reflect on
their work
• Pupils engage in an ongoing dialogue with peers and
teacher on how to further improve work and make
progress
• Green allows easy identification of reflections
Flexibility is the key
• Ladders can be used for:
–
–
–
–
Individual lessons (as success criteria)
Interim formative assessments
Period reviews of learning
Summative (end of topic) assessments
• Embedded in the curriculum:
– Teachers can modify lessons and future ladders
according to progress made by pupils
• Can specifically focus on one aspect/step with
issues addressed by the whole class or individually
Inclusive
• Each ladder should offer the full range of steps
to cater for the ability range of the group
taught in the particular class
• Each step – fair but deliberately ambitious to
maximise potential of all abilities
Quality control
• Accuracy of assessment judgements are
moderated by experienced professionals
across the learning community
• Ensures consistency of approach
Ladder checklist
• Is each ladder vertically arranged?
• Does each step offer a short, discrete,
qualitative and concrete description of what a
pupil is expected to know and be able to do?
• Does each step become progressively more
challenging?
How to take forward a
whole school approach
1. Agreement
Agree assessment strategy at senior leadership & governor level
2. Consultation
Consult middle leaders and learning leaders (pupils)
3. Develop through best practice
Establish assessment working party to explore what is right for
your school
4. Introduce the concept whole school
Introduce new assessment model as an overarching concept
5. Adopt & adapt
Allow individual departments to take ownership and encourage
creativity and individual approaches using a common language
& framework
We hope you found this useful
• Exemplar material and templates are also
available to download
• A full pack of exemplar materials across key
stages 1 to 4 ready for September 2014
Useful links
• Bloom’s Taxonomy overview
http://en.wikipedia.org/wiki/Bloom's_taxonomy
• 14 brilliant Bloom’s Taxonomy posters
http://www.teachthought.com/learning/14-brilliant-blooms-taxonomy-posters-for-teachers/
• Report of the NAHT Commission on Assessment
www.naht.org.uk/assets/assessment-commission-report.pdf