Last Updated: Wednesday, August 19, 2020

Assessment - what is working well?

What is this?

Across Scotland and the rest of the world, practitioners are adapting their learning, teaching and assessment approaches to best meet the needs of children, young people and their families as a result of COVID-19. This webpage gives an overview of what we are identifying as working well, drawn from the emerging practice during remote learning.

Make sure that you have regular contact with your learners to find out about their learning in the context of current challenges and opportunities.

What is working for schools, practitioners and families?

  • Communicating through Glow using Microsoft Teams, Google Classroom or other appropriate digital platforms.
  • Encouraging the creative use of 'smart' technology available in homes. For example, games consoles and smart TVs.
  • Giving regular feedback on engagement with learning and progress being made.
  • Communicating via Groupcall or other email based systems directly with young people or by parents’ email. 
  • Making telephone calls depending on the situation with individual circumstances. Schools letting families know they may receive a phone call and how this may appear on caller displays.
  • Schools supplying resources to families as needed.  For example, pencils, resources to support play based learning, textbooks,  practical maths resources, jotters, technology.
  • Delivering and collecting materials to support learning (age and stage appropriate) within health related guidelines. 

Use assessment approaches that will allow your learners to demonstrate their skills, knowledge and understanding across the curriculum, taking account of their individual needs and circumstances.

What is working for schools, practitioners and families?

  • Practitioners and schools communicating the intended learning clearly and appropriately for age and stage taking account of:
    • time needed to work on activities/tasks
    • flexible completion dates/ times
    • resources available
    • prior learning
    • expectations from other practitioners (across secondary faculties)
  • Children and young people being able to demonstrate their learning in a range of age and stage appropriate ways such as:
    • talking about their learning via phone, Glow, Microsoft Teams and other digital communication.
    • using diaries, scrapbooks, posters, models, personal projects, learning logs, records of, for example, fitness challenges.
    • sending in photographs, video or sound recordings of their work.
    • submitting work on Glow, Google Classroom and Microsoft Teams.
    • using Microsoft OneNotes, 'Show Me' boards, Quizlets, Kahoots, Giglets, Sway and PowerPoint.

Encourage parents and carers to support and capture learning in ways that work for them.

What is working for schools, practitioners and families?

  • Parents knowing they can contact school/ practitioner and knowing the best way to do this.
  • Keeping the health and wellbeing of children, young people and their families central to decisions made.  
  • Using school websites, apps, Facebook and Twitter to give information about approaches to learning at home and to share what children, young people and their families are achieving.
  • Providing options that will allow learners to choose activities they can complete based on the resources they have at home to use.
  • Recognising that learning will take many forms and will not come only from school led activities.
  • Making tools such as the ‘four contexts’ and ‘four capacities’ templates available.
  • Allowing realistic timescales as parents/children may have other priorities at this time.
  • Understanding that different routines will be in place for different families.
  • Offering support as needed related to age, stage and learning activity. For example, giving prompts, practical tips, ‘how to’ videos to support the learning activity, access to telephone or email support.

Strengthen the ability of your children and young people to plan and assess their own learning. 

What is working for schools, practitioners and families?

  • Providing options that will allow learners to choose activities they can complete based on the resources available to them at home.
  • Encouraging children and young people to choose how they can undertake and complete tasks set by school.
  • Encouraging children and young people to choose how they will share their learning in ways that suits them.
  • Where possible and appropriate, developing discussion forums to provide opportunities for children and young people to engage with each other on learning activities.
  • Asking children and young people to talk to others (families, friends, other pupils, teachers and so on) about their learning, noting and highlighting what they feel they did well and how they can improve. 

Establish how you will record the progress being made by learners in term 4 and use this to inform next steps in learning for session 2020/21.

What is working for schools, practitioners and families?

  • Agreeing across teams how progress can be captured during Term 4 and beyond and used for planning.
  • Making online folders to capture the range of learning during remote learning.  Providing paper-based options where technology is not available.
  • Using apps that gather and tag the evidence of learning.
  • Keeping track of communications with children and young people: their wellbeing, engagement with, and completion of, activities/tasks, feedback given and next steps.
  • Supporting online planning for learning, teaching and assessment (moderation) between practitioner teams.

Links to examples of practice and relevant research

How are we continuing to support provision of quality feedback to learners?  Examples from five primary schools and two secondary schools in Fife

Breadalbane Academy, Perth & Kinross: Business and Digital Literacy @breadalbanebus - Use of PRAISE App on Teams

Using the four contexts templates to capture the range of term 4 learning: A growing collection of examples from across Scotland.