Make accurate and productive use of assessment
Our short podcasts offer advice and tips from our Quality Assurance Officers and expert guest speakers, who look at what ECTs should focus on to meet the different teachers’ standards, what great practice looks like for ECTs, how they can build evidence and work with their mentor to pass their assessment , as well as insights into what assessors are looking for in the assessment of the Teachers’ Standards.
Isabel Instone, the Secondary Curriculum Lead at Ark Teacher Training explores what ECTs need to know about prior knowledge and how they can apply it to their practice for their assessment.
Ryan Kendall, the Primary Curriculum Lead at Ark Teacher Training talks about The Assessment, Evaluation and Adaptation Cycle. He discusses why it is important and how ECTs can develop and evidence this area of practice for their assessment.
Tony Dowling, a Quality Assurance Officer for NTA gives his advice on how ECTs can meet and evidence Teachers’ Standard 6 and shares his insights into what assessors are looking for when assessing this standard.
Click below for advice and tips from NTA’s Quality Assurance Officers on writing ECT assessments.
Where do I get evidence from to show that the ECT is meeting TS6?
Evidence needs to demonstrate that the Early Career Teacher (ECT) can make accurate and productive use of assessment. Examples of where this evidence can be found include:
For more advice on how to get evidence for ECT assessments, watch NTA's short presentation below.
Points to consider when writing evaluative statements for Teachers’ Standard 6
Does the ECT:
Example evaluative statements
‘X plans activities to regularly check learning and is able to adjust her teaching when these reveal misconceptions or gaps in prior knowledge amongst her students, this is a feature in many of her lessons and was observed during lesson observations on 20th April, 15th June and in book looks on 10th January and 6th March’.
‘Y’s marking of year 6 homework is consistently accurate, her follow up practice activities are designed so that students have to engage with her feedback and misconceptions are addressed and students actively respond to their feedback. This has been observed in weekly departmental walk-throughs and book looks on 14th October and 15th December’.
How to write an evaluative statement
An evaluative statement should include a qualitative statement along with something that is being judged, the extent to which it occurs and an example that helps to demonstrate the circumstances in which this was perceived or observed. This could be described as an ESEE statement where:
E = Evaluation
S = Subject
Ext = Extent
Exa = Example
Areas to consider when setting targets for teachers’ standard 6
‘Develop your knowledge of KS4 assessment by reading an examiner’s report and providing feedback on salient points at a department meeting’.
‘Devise an exit ticket to check for pupil understanding with the help of your mentor and agree to use the activity in your next lesson observation. Use data collected in this activity to plan the subsequent lesson. Use the feedback from your mentor to plan similar future activities’.
How to write an area for development
When designing areas for development there should be a clear line of sight with the evaluative statement.
|Focussed||Is the afd focussed on the specific standard?|
|Practical||Does the afd provide a practical action?|
|Developmental||Is the afd likely to develop knowledge, skill, understanding?|
|Achievable||Is the afd realistic?|
|Measurable||Will the afd be able to measure this quantitatively or qualitatively?|
For more detailed guidance on writing a good assessment, read the following guide.
Recently qualified teacher Suhail Dhanji talks about what helped him pass his induction.
1.How did you develop your knowledge of what effective feedback looks like?
I observed other teachers’ interactions with students when giving feedback. There’s so much that goes into it! You have to think about your tone of voice, your body language, the student who you’re giving the feedback to and their individual needs. I found that observing a wide variety of teachers having these conversations made it much easier for me to develop my understanding of how to give effective feedback.
2.What advice would you give to an ECT trying to develop their practice of giving regular feedback?
My advice to ECTs is to remember that each student has a unique set of needs. When giving feedback, try to bear this in mind – it’s so easy to focus on the ‘negatives’, or the targets for next time. Feedback is both positive and constructive. Of course, you’re giving them targets, but don’t forget to applaud and celebrate what went well. I like to always find at least one positive to motivate students before moving onto the targets.
3. Do you have any top tips on making marking manageable?
The best approach to marking is to think about it logically. What’s the top priority? Think about your exam classes, and your timetable – if you’re not going to see a group for another week, you can likely get away with saving their marking for later.
4.Is there anything you think is a must read to help you to develop your practice of giving effective feedback?
It might sound obvious, but the first port of call is always to read your exam specifications for your GCSE and A-Level courses! The best feedback comes from teachers who fully comprehend the demands and requirements of the exam that their students will eventually sit. For more general support, I’d really recommend ‘Embedded Formative Assessment’ by Dylan William on how to effectively feed-back to students.
5.What challenges did you face when trying to get students to respond meaningfully to feedback and how did you overcome this?
I believe that every teacher, regardless of how long they’ve been teaching, will always face issues of getting students to effectively read and respond to feedback. You’ll find it happens every year. My method of overcoming this is to turn written feedback into a task – get your students to respond to their feedback! Pose your targets as a question, which requires the students to respond to or improve upon their work; this way you can monitor how meaningfully students are responding to your feedback.
6.What did you find useful that your mentor did to help you develop in this area?
My mentor made sure that all my feedback was ‘purposeful’. He made me question “what will my students get from this feedback?” – which was actually really good advice. He advised me to dedicate a whole lesson to giving feedback, which at first felt a little daunting, but the students took so much out of the lesson!
7.How did you evidence this for your assessment?
I had my principal observe this feedback lesson with a Y12 group (my department were having an OFSTED mock-deep dive at the time) and asked him for a copy of his observation notes. The timing worked out really well for me, but anyone could observe you doing this – your mentor, your HoD, or a senior member of the department.
8.What superpower do you wish you had?
Divination/seeing the future. I’d make decisions super quickly!
9.When are you at your happiest?
I’m at my happiest when I’m travelling. Exploring new cities and cultures is food for the soul!
The Early Career Framework outlines what early career teachers should learn about, as well as what they need to learn how to do. It is based on expert guidance and research evidence. The framework should be central to all ECTs’ development.
Click below to see the “Learn that…” and “Learn how to…” statements.
Avoid common assessment pitfalls, by:
Check prior knowledge and understanding during lessons, by:
Provide high-quality feedback, by:
Make marking manageable and effective, by: