Large Scale Reform in England Personalisation and the role of Formative Assessment Improving Learnin

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Large Scale Reform in England Personalisation
and the role of Formative Assessment
Improving Learning through Formative
AssessmentOECD International ConferenceParis,
4th February 2005

• Professor David Hopkins
• Chief Advisor on School Standards, DfES

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Brief history of standards in primary schools
11 plus dominated
Standards and
Professional control
"Formal"
accountability
"Informal"
NLNS
2003
1950
1960
1970
1980
1990
2000
2010
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Distribution of Reading Achievement in 9-10 year
olds in 2001
575
550
525
500
475
450
425
400
375
350
325
300
Italy
Israel
Latvia
Belize
France
Greece
Iceland
Cyprus
Turkey
Kuwait
Norway
Sweden
England
Hungary
Bulgaria
Germany
Slovenia
Morocco
Lithuania
Scotland
Romania
Colombia
Argentina
Singapore
Netherlands
New Zealand
United States
Czech Republic
Hong Kong SAR
Slovak Republic
Moldova, Rep of
International Avg.
Macedonia, Rep of
Russian Federation
Iran, Islamic Rep of
Canada (Ontario,Quebec)
Source PIRLS 2001 International Report IEAs
Study of Reading Literacy Achievement in Primary
Schools
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England showed largest increase of any country in
TIMSS 03 maths PRIMARY TIMSS Maths trend
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Timss Science (primary)
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Policies to Drive School Improvement
Intervention in inverse proportion to success
Ambitious Standards
High Challenge High Support
Devolved responsibility
Accountability
Access to best practice and quality professional
development
Good data and clear targets
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Percentage of Pupils Achieving Level 4 or Above
in Key Stage 2 Tests 1998-2004
English
Maths
80
75
70
Percentage
65
60
55
50
1998
1999
2000
2001
2002
2003
2004

• Test changes in 2003
• Major changes to writing test/markscheme
• Significant changes to maths papers

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Towards a High Excellence, High Equity Education
System
560
High excellence Low equity
High excellence High equity
Finland
540
U.K.
Canada
Korea
Japan
520
U.S.
Belgium
500
Switzerland
Spain

• Germany

Mean performance in reading literacy
480
Poland
460
Low excellence Low equity
Low excellence High equity
440
420
60
80
100
120
140

• 200 Variance (variance OECD as a whole 100)

Source OECD (2001) Knowledge and Skills for Life
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Achieving the High Excellence, High Equity System
National Prescription
Schools Leading Reform
a b
c
Personalised Learning
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Personalised Learning - Definition

• An approach to teaching and learning that focuses
  on each students potential and learning skills
• Designing teaching, curriculum and school
  organisation to address the needs of all pupils
• A learning offer to all children that extends
  beyond the school context into the local
  community and beyond
• A system that is based on co-production and
  mutual ownership

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Adding Value to the Learning Journey
I get to learn lots of interesting and different
subjects
I know what my learning objectives are and feel
in control of my learning
I can get a level 4 in English and Maths before I
go to secondary school
I know what good work looks like and can help
myself to learn
I know if I need extra help or to be challenged
to do better I will get the right support
My parents are involved with the school and I
feel I belong here
I can work well with and learn from many others
as well as my teacher
I know how I am being assessed and what I need to
do to improve my work
I can get the job that I want
I enjoy using ICT and know how it can help my
learning
All these . whatever my background, whatever my
abilities, wherever I start from
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The Five Components of Personalised Learning
We need to engage parents and pupils in a
partnership with professional teachers and
support staff to deliver tailor made services
to embrace individual choice within as well as
between schools and to make it meaningful through
public sector reform that gives citizens voice
and professional flexibility (David Miliband, 18
May 2004)
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CURRICULUM
ASSESSMENT FOR LEARNING
TEACHING
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Assessment for Learning - at the heart of
personalised learning

• A systematic way of building a picture of each
  child
• which sparks a dialogue about their learning
  needs with others
• Continuous formative assessment
• Uses data and dialogue to diagnose the students
  learning needs
• Helps teachers adapt teaching and learning to
  individual pupil needs
• Provides structured and useful feedback, tailored
  to support and promote individuals learning
• Develops the skill of peer- and self-assessment
  so that pupils can take charge of their own
  learning

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Assessment for Learning - a recurrent weakness

• Assessment and its application to teaching and
  learning remain comparatively weak areas.
• Weaknesses linked to limited subject knowledge
• Such knowledge includes a clear view of progress
• Good practice often does not spread
• Coursework and tasks often leave too little scope
  for independence and choice and so are
  insufficiently informative as to pupils progress
• In the best practice target setting influences
  planning and alters what teachers, pupils and
  parents do
• Standards and Quality 2002/2003 The Annual
  Report of Her Majestys Chief Inspector of
  Schools and Primary and secondary subject
  reviews for 2002/03

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The Data Strand

• Using data intelligently to inform teaching and
  move individuals forward
• Establishing what data is most helpful to
  schools, how the data is made available and what
  tools and guidance are needed, use of the data
  for teaching and learning.
• The Pupil Achievement Tracker (PAT) software
  helps schools review their performance and
  analyse pupils past and current attainment so
  that they can tailor lessons and progression to
  each pupils needs.
• The Performance Data Framework will bring
  consistency across LEAs by setting out principles
  to govern data provided to schools.

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The Teaching and Learning Strand

• The practical application of AfL in the classroom
  includes
• formative assessment of written work, setting
  personal targets for redrafting
• peer and self assessment
• collaborative target setting
• self evaluation of own work
• classroom questioning techniques.
• It makes pupils partners in their learning, to
  help them judge their own work, reflect on how
  they and others learn and set future learning
  goals.

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AfL and the National Strategies
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The School as a Personalised Learning Organisation

• PMDU claim that a school effective at
  Personalised Learning focuses on
• Focus on leadership and management of teaching
  and learning
• CPD including peer observation and coaching
• Making full use of the Primary / KS3 Strategies
• Focusing improvement activity on evidence of
  performance
• Making use of workforce reforms and new
  technologies
• Networks and collaboration to support school
  improvement

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New Relationship with Schools

• Single Conversation
• new School Standards Grant, combining most
  grants, from April 2006
• bottom-up targets
• multi-year, academic year budgets from April 2006
• enables improvement planning and budgetary
  planning for the medium term

Inputs
Outputs
Focus

• schools SEF
• schools development
• plan
• Exceptions report on
• student attainment and
• equity gaps
• value for money
• comparisons
• Data on pupil attendance
• Other data

how well is the school performing? what are the
key factors? what are the key priorities? how
is school going to get there? heads
performance management

• report to heads, GB,LEA
• self assessment
• priority and targets
• action and support
• agreed package of support inc engagement with
  other schools
• recommendation on specialist schools
  resignation
• advice to GB on HT appraisal

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Personalised Learning, Building a New
Relationship with Schools

• Giving every single child the chance to be the
  best they can be, whatever their talent or
  background, is not the betrayal of excellence it
  is the fulfilment of it.
• David Miliband,
• Personalised Learning, Building a New
  Relationship with Schools
• North of England Conference, January 2004