The professional context and challenge
Learn Academies Trust (Learn-AT) launched in September 2016 with seven primary schools. In the first year of operation, the trust embarked on a collaborative journey towards a shared approach to principled assessment practice. Each school had been assessing differently, and no-one could agree which objectives all trust schools should use or how standards might be quality-assured. Assessment practice was not the driver for learning and achievement we felt it could be. Moreover, without reasonably accurate assessment data, the trust would struggle to evaluate outcomes, exercise its accountability or plan effectively for school improvement and professional learning. If good teaching makes a difference to students’ learning and achievement (Hanushek et al., 1998), and one of the features of good teaching is expertise in the use of formative assessment (Wiliam, 2016), then establishing a coherent approach to assessment was a priority. Firstly,
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
