Support for Assessment(Don’t forget to use the tags on the right hand column of this page to search for posts on assessment, there are quite a few. Also check the tags for further web links on assessment)
Guidance for Assessment, Planning and Recording
A small group was set up by NSEAD to consider a response to the new national curriculum 2014, the withdrawal of national levels and the expectation that schools will be free to develop their own systems for assessing, monitoring and recording progress. This has resulted in two guidance papers, one for secondary and one for primary. They both draw on the same principles but have been written for different audiences and contexts. The papers show how the aims of the new curriculum provide the underlying conceptual framework for assessment, planning and recording progress. They provide clear advice and planning and recording templates for schools to use and adapt.
Back to basics
Assessment in art and design has sometimes been complicated by whole school policies based on the practice of other (core) subjects, the modifications to and abandonment of the national curriculum and level statements and the expectations of constant recording of measured improvement. Click here for a paper which restates basic principles and practices of assessment, progression and talking to pupils for art teachers. Click here for a student assessment sheet based upon the paper above.
Self assessment is an important aspect of assessment for learning. Click here for a sheet used by KS4 and 6th form students to reflect upon the quality of their work. Again this is based upon the taxonomy described in the paper above.
Assessment Papers: This site contains some useful working papers developed and published by QCDA which are now unavailable. They provide helpful guidance about effective assessment practice which counters the bureaucratic over assessment that had been developed in schools. These papers explore issues of APP, AfL and FFT in foundation subjects. There are papers dealing with each foundation subject and further supplementary papers about art.
Assessment in KS3: In the last year of its life QCDA developed some good exemplar materials for art and design. These illustrated good practice in teaching, expected standards (linking these to levels when appropriate), qualities of progression, the principles of assessment for learning as students worked through extended projects, the nature of evidence and the vocabulary of assessment.
This material was published as an interactive website for a few months. However, the coalition government removed all of this curriculum guidance material in late 2011. Fortunately the material has been rebuilt into a PDF. It remains relevant to anyone wishing to raise standards and develop good assessment for learning. (click here for the PDF Art and design exemplification standards file levels 1-8)
Target Setting and FFT in KS4: This paper looks at the practice of target setting using FFT data. It challenges the inapropriate use of FFT estimates in many schools, explaining why FFT estimates should always be used in partnership with internal teacher assessment when setting targets for students. It is available both as an interactive iBook to be read on an iPad (click here for iBook – download and open this file in your iPad and select read in iBooks) and also as a PDF without the interactivity (click here for the PDF Target Setting and FFT). read more…
The presentation below is included as a part of these materials. It explains how FFT works and why it should not be used in isolation to set targets.
PS click here for a link to an old set of examples of KS3 work assessed into levels. The web pages were set up in 2003 as a set of examples of levels following a KS3 group moderation meeting. I found them by accident following an old link and am surprised they were still there I have long since abandoned that site. Interesting to see the sort of work that was being done then.