Support for Professional Practice in Formative Assessment Programme (Assessment for Learning Project)
What is this?
This project, involving schools from every local authority in Scotland, piloted new, collaborative approaches to the use of formative assessment to promote more effective learning and teaching. It worked in partnership with SEED's Assessment Development Programme and King's College, London.
The programme was concerned with the development of effective classroom approaches to formative assessment. This contributed to the production of guidance for schools and teachers about assessment policies and practice to raise attainment. The formative approach that was piloted involved ongoing assessment as part of classroom practice, with the aim of identifying strengths and weaknesses through careful questioning, observation and interpretation of what learners said and did, and offered feedback to act appropriately on them. Other features included a reduction in the use of marks and grades in favour of comment-based feedback, and both peer and self-assessment, where students looked for quality in their own and other students' work.
FLaT involvement?
FLaT support was provided to support the role of King's College, London and associated 'buddy' schools from England in the project, who had already done some work on formative assessment together. Their experience and knowledge proved extremely valuable.
Links with National Priorities?
1. Achievement & Attainment
3. Inclusion & Equality
5. Learning for Life.
Project aims?
- To pilot new ways of using formative assessment for learning and teaching purposes.
- To raise attainment and achievement rates.
- To encourage the development of more reflective learning and teaching practice.
- To contribute to the production of guidance for schools and teachers about assessment policies and practice.
Project outcomes?
- Changed practices in the classroom;
- Improved pupil learning;
- Improved pupil motivation and behaviour;
- Improved attainment;
- Influenced change in teachers' beliefs and attitudes;
- Changed teachers' understanding of the assessment process;
- Enhanced the school climate to promote a positive learning environment;
- Changed parental interest and involvement in their child's education.
Timescale?
The project was started in May 2002 and was completed in June 2003. The evaluation report is available.
Level of Support?
FLaT support was a grant of £17,000 plus a share of evaluation costs.
Who are the evaluation team?
Institute of Education, University of London
Team Leaders - Dr. Carol Campbell & Dr. Susan Hallam
What will they look at?
The importance, value and impact of formative assessment in learning and development.
Contact person: Carolyn Hutchinson, Head of Assessment Branch, SEED, 0131 244 0417, carolyn.hutchinson@scotland.gsi.gov.uk