Raising standards, improving lives
The use of assessment to
improve learning: the evidence
15 September
Jacqueline White HMI
National Adviser for Assessment and Testing
The questions
 What does inspection evidence tells us
about the relationship between
assessment, learning and achievement?
 What makes the difference between
effective and ineffective assessment
practice?
Raising standards, improving lives
The purposes of assessment:
•optimise the effectiveness of pupils’ learning and
teachers’ teaching
•hold individual schools accountable for their
performance
•provide parents with information about their child’s
progress
•provide reliable information about national
standards over time.
Inspection evidence

Inspection evidence continues to provide very clear
and precise evidence of the components of good
teaching:
 the application of good subject knowledge
 clear direction and good lesson structure that
provide the right pace and high expectations
for all learners
 skilful questioning and opportunities for
independent and exploratory learning to
develop learners’ understanding
 the effective use of assessment for learning.
Assessment for learning

Assessment for learning is formative; it takes place
continually in the classroom and is a focused joint
activity between the teacher and the learner.

Its purpose is to close gaps in learners’ understanding
and to support them to make progress to the next
stage of learning.

The role of the teacher is to use all the information
available to assess how learners are progressing,
support them to assess their own work and adjust the
teaching in the light of the information gained from the
assessment.
Characteristics of effective
assessment for learning

Early and accurate diagnosis of a learner’s needs and
abilities

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Clarity about how and what pupils learn

Teaching which is adapted to learners’ needs, not just
occasionally but on a continual basis

Revisiting and reinforcing learning objectives at key points
in the lesson and skilfully drawing learning together

Detailed and constructive marking of written work that
makes learners aware of what they have achieved, what
they need to do to improve and how to go about it

Sharing assessment and learning goals with the learners to
enable effective self-assessment to take place
Careful planning that uses information from assessment to
set objectives which are appropriate to pupils’
understanding and attainment
Survey reports highlight how assessment makes a difference

Twelve outstanding special schools - Excelling through inclusion
(2009)
‘Teachers have exceptional expertise in assessing progress and recognising
the smallest steps as well as large jumps in learning, and in using
assessment to guide teaching directly.’

Twenty outstanding primary schools - Excelling against the odds
(2009)
‘High quality planning, assessment and targeted intervention enable all
children to achieve the best they can.’

Twelve outstanding secondary schools - Excelling against the
odds (2009)
‘Assessment and target-setting data are used to motivate students through
engaging them in the formative assessment and target-setting process,
ensuring that they have very clear information about how well they are
doing and what they need to do to improve. Analysis of data identifies the
underachievement of individuals or groups of students at an early stage.
This information feeds into systems for accountability, ensuring that
teachers and departments are challenged and supported to take any
necessary action.’
Excelling against the odds: common factors

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High expectations and aspirations for all with the moral
purpose of overcoming inequalities
A child-centred focus that builds confidence, enthusiasm,
attachment to learning, emotional resilience, develops
opportunities, listens and respects
Targeted support to individuals and groups to close gaps
Consistency in teaching and high quality learning
Partnerships – inside and outside the school to enhance
learning opportunities and impact on outcomes
Engagement with, and support for, parents and carers
High quality planning, with outstanding assessment practice at
its core
A curriculum that can deliver all of these and equips learners
for the 21st c
Connecting the elements of assessment
Leadership and
manage me nt
Teaching and
the curriculum
Mark ing and
target setting
Use of
performance
data
Raisi ng
achieve me nt
Involving pupil s
Communica ting
With parents
Monitoring
and
supporting
pupils
Raising standards, improving lives
What makes the difference
between effective and
ineffective assessment?
The evidence pinpoints:

A strong whole school vision of how teaching, learning and assessment
raise achievement.

Connecting the elements of assessment in a coherent way to tackle
clearly identified priorities for improvement in plans of action that
include:



robust, systematic monitoring and evaluation

Policies that have meaning in the context of day to day practice
because they clarify expectations for individuals, teams and the whole
school.

Determined leaders that are committed to deep implementation and
the detail that makes the difference.
qualitative and quantitative success criteria
High quality training focused on bridging the gap between current
practice and the vision of improvement.
Raising standards, improving lives
Assessment for learning:
10 principles
Assessment Reform Group 2002
Raising standards, improving lives
Assessment for learning:
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is part of effective planning
focuses on how pupils learn
is central to classroom practice
is a key professional skill
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is sensitive and constructive
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promotes understanding of goals and criteria
fosters motivation
helps learners know how to improve
develops the capacity for peer and self-assessment
recognises all educational achievement.
Constructive assessment that fosters motivation