Primary Lead Assessor Support Programme
“Learning to lead the assessment of primary school teaching and learning”
The CIEA views the role of the Lead Assessor as an individual or individuals within a school who will provide leadership in establishing robust assessment practices and processes at whole school or key stage. It is envisaged that Lead Assessors will go on to achieve qualifications offered by the CIEA with some ultimately qualifying as Chartered Educational Assessors.
We have introduced the Primary Lead Assessor Support Programme in response to calls to support schools as they tackle assessment in a pandemic and beyond. This Lead Assessor Programme is designed to develop a broader understanding of key aspects of assessment that will help schools to develop a shared understanding of the process of predicting and awarding outcomes, support public and professional confidence in teacher-based assessments and more broadly as a key component of the teaching and learning process.
The programme will cover key aspects of the assessment process delivered to participants through a blend of online learning theory modules delivered by the CIEA, real-life examples of how certain aspects are currently being implemented in school settings along with suggested activities to support putting theory into practice in your school.
The online tutorials will cover key themes in educational assessment designed to present a package to support schools to understand the process of setting and maintaining standards and ensuring fairness to all pupils.
Participants will work through the following tutorials at their own pace:
- Approaches to Assessment
- Standardisation & Moderation
- Using Data
- Managing People
Further details are provided below.
An outline of the content of the tutorials can be found below:
Title of module
Outline of the content of the tutorial
Outline of the focus of the real-life example and activity
Approaches to Assessment
This tutorial will introduce the idea of the validity chain (construct relevance, authenticity, manageability, fairness, bias, comparability, reliability), emphasising the links/overlaps between these aspects and that they cannot easily be separated or treated in isolation. We will provide definitions of technical terms, use relevant examples and encourage participants to think about how to apply the theoretical principles in their own assessment context.
A school’s approach to assessment in reading, writing and maths, curriculum and assessment in the broader curriculum, and their biggest challenges and some helpful solutions in relation to the validity chain.
Standardisation & Moderation
This tutorial will build on the language and concepts introduced in the first tutorial to explore how to set and apply standards and how to carry out moderation. This will support schools in understanding the importance of planning and implementing good procedures to set and maintain standards as part of the process of ensuring fairness to all candidates.
One school’s current approaches and top tips in relation to standardisation and moderation.
Focusing on the specialist terminology used in relation to data and assessment theory, this module covers how to understand and make best use of the data associated with assessments when assessing, standardising and moderating.
A case study about the reliability of in-school data in years other than EYFS, 2 and 6 when it is written by individual schools and not necessarily comparable to others, to draw out the key messages and determine what questions could be asked about the data.
This session will highlight the skills related to effective people management (oneself, teams and others) and successful change management. This entails developing and fostering good communication skills, behaviours and attitudes.
A CEA’s experience of managing people, managing change, and being persuasive in an assessment context.