Chapter 6: Assessment
Chapter 6 is about assessment. It has three units, covering formative assessment, external assessment and assessment data.
The explainer video summarises these three key areas to provide an overview of the chapter on assessment.
Assessment
Understanding formative assessment, external assessment and assessment data.
6.1 Developing Formative Assessment Practice for High-Impact Teaching
The additional materials for unit 6.1 include a link to Dylan Wiliam’s Classroom Experiment.
Dylan Wiliam’s Classroom Experiment
Use this video to support the learning from chapter 6.1.
6.2 External Assessment and Examinations
The additional materials for unit 6.2 include links to assessment-related websites. The Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications, examinations and assessments in England. Explore the Ofqual YouTube channel to support your learning from this chapter. The JCQ website is also a key resource as JCQ is a membership organisation comprising the eight largest providers of qualifications in the UK. The JCQ provides a single voice for its members on issues of examination administration and, when appropriate, qualification and wider education policy.
Office of Qualifications and Examinations Regulation
The Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications, examinations and assessments in England. Explore the Ofqual YouTube channel to support your learning from this chapter.
JCQ website
The JCQ website is also a key resource as JCQ is a membership organisation comprising the eight largest providers of qualifications in the UK. The JCQ provides a single voice for its members on issues of examination administration and, when appropriate, qualification and wider education policy.
6.3 Using Assessment Data Effectively
The additional materials for unit 6.3 include a link to Datalab so that the website can be explored after the report on ‘Why measuring pupil progress involves more than taking a straight line’ has been read.
Datalab: ‘Why measuring pupil progress involves more than taking a straight line’
Follow up the DataLab report by exploring the website:
Summary and key points checklist
These questions were created by Nikki Booth (Birmingham City University, UK) and Jon Lesniewski (Wolgarston High School, Staffordshire, UK).
Quiz Coming Soon
Curricular and Assessment Models
Figure 6.3.4 has the potential to have a greater impact on learning.
Use the blank model template to create your own.