This year there has been a consultation on primary assessment and the implications for accountability. This covered key issues, including the best starting point to measure the progress that children make in primary school, and the role and operation of teacher assessment.
Ofsted have added assessment into the criteria for the key judgment on the quality of teaching and learning.
So what do they expect in terms of assessment?
They recognise that marking and feedback to pupils, both written and oral, are important aspects of assessment. However, they do not expect to see any specific frequency, type or volume of marking and feedback; these are for your school to decide through its assessment policy.
So it is clear that your Assessment policy is an important document.
This online course will answer the following questions:
What kinds of assessment should we be using?
How do we use assessments to record attainment and progress?
What does OFSTED expect?
Do we really have a whole school understanding of assessment?
How can we use assessment data?
Is our school assessment policy up to date?
This course will develop your knowledge of Primary Assessment.
|Duration||Learning Hours||Online Seminars||Tasks||Key Stage||Suitable For|
|1 Term||25 (includes Tasks and Seminars)||4||4||KS1, KS2||Teachers, Managers, SENCO's, Literacy Co-ordinators, TAs, HLTAs|
When you enrol on any of our online courses you will have access to an expert in their field, get 1:1 support & advice from an experienced, qualified and friendly tutor ready to answer your questions. All our courses are developed by experienced Teachers.
The seminars are delivered live, recordings of these and all course materials are available 24/7 via our website. Access at any time, from anywhere using a computer, tablet or mobile.
All our online courses are certified and have completion criteria, once you have fulfilled the course requirements we will issue you with a course certificate. All our courses meet the DFE Standards for Teachers' Professional Development.
Your School’s Assessment Policy
Session 2 & 3
Formative and Summative Assessment
Using data to improve pupils’ learning outcomes
Questioning and Feedback to pupils
Pupil portfolios as part of classroom assessment
Ideas and activities for Assessment
Keeping Assessment Records
Monitoring Pupil Progress
Analysing pupil data
Access to the course materials and eLearning area is for a 12 month period, this includes technical support. Tutor Support and Mentoring is available for 6 months from enrolment. There are 4 online seminars each lasting approximately one hour. Although we encourage candidates to attend the seminars live, they are recorded and uploaded for all candidates. If candidates are unable to attend the seminar they can watch the recording and ask any questions via email. The tasks are planned to fit in with teachers’ work requirements. There is a forum area allowing participants to share information and ask questions. To access the eLearning site and online seminars you require a computer with internet access and speakers / headphones, or a smartphone or tablet with the relevant apps installed.
You will be working with our literacy & school management specialist, Sue McCaldon (M.A. in Teaching), She has vast experience of developing Literacy programmes. Her past experience includes being a LA Senior School Improvement Officer with responsibility for Literacy and Manager for the National Literacy Project in Manchester. She was a co-author of various Reading Intervention Programmes and has contributed to books and TV programmes for schools.
We have clearly outlined course outcomes and goals and evaluate participants’ prior knowledge in order to ensure progression. Course tasks are designed to help participants evaluate impact on themselves, their school and the pupils.
Course content is developed in line with current thinking and is thoroughly researched by our expert tutors. Course tasks are designed not only to fit in around participants day to day teaching, but also to link teacher practice to pupil experiences and outcomes. Task feedback and support is given to reinforce impact evaluation of teachers practice and the wider implication for pupils and the school. All our courses are independently evaluated to ensure intended outcomes and quality.
Our eLearning environment and the content of the seminars and tasks is structured to encourage participants collaboration, tutor support and to challenge existing methods in order to develop more informed practice and better pupil outcomes.
The online delivery and course models we use in our training ensures content and the learning experience is delivered over a period of time. Support and Mentoring is available throughout the duration of the course and course materials and seminars are available for an extended period after the course finishes.
The course outcomes outlined in our Individual Learner Plans help participants plan and collaborate with leaders in order to develop on-going professional development strategies and plans. Our tasks and course feedback provides evidence to show school leaders and to provide forward planning for participants professional development and practices.