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Dr Rae Condie, Dr Kay Livingston, Liz Seagraves
The Quality in Education Centre, University of Strathclyde, Faculty of Education, Jordanhill Campus, Crawfurd Building, 76 Southbrae Drive, Glasgow G13 1PP
ISBN 0 7559 2775 3
This document is also available in pdf format (1.1 MB)

Contents

Acknowledgements

Executive Summary

1. Introduction
1.1 Setting the context
1.2 Assessment: theory and practice
1.3 The Assessment is for Learning Programme

2. The design of the evaluation
2.1 Introduction
2.2 Aims and objectives
2.3 The projects
2.4 Evaluation design

3. The projects in the AifL Programme
3.1 Introduction
3.2 The project approach to developing assessment
3.3 People involved in the projects
3.4 Status of projects at start of, and key developments during, the evaluation project
3.5 Summary of key points

4. Findings (1) - Phase 1 surveys
4.1 Introduction
4.2 Survey samples
4.3 The participants: who they are, how and why they became involved in AifL and what they did
4.4 Impact on policy and practice
4.5 Communication and collaboration
4.6 Resources, funding and sustainability
4.7 Awareness of wider programme
4.8 Summary of key points emerging from the first phase of the evaluation

5. Findings (2) - Phase 2 surveys
5.1 Introduction
5.2 Survey samples
5.3 Progress and developments during 2003-2004
5.4 Impact on policy and practice
5.5 Support and collaboration
5.6 Funding and sustainability
5.7 Developing a unified and coherent system
5.8 Associated Schools Groups ( ASGs)
5.9 Summary of key points emerging from the second phase of the evaluation

6. Discussion and implications
6.1 Introduction
6.2 Discussion
6.3 Looking to the future
6.4 In conclusion
6.5 Summary of key points
6.6 Further research

References

Appendices

List of tables/figures/charts

Chapter 1
Figure 1.1 Management of the AifL Programme
Table 1.1 The 10 projects

Chapter 2
Table 2.1 Phases and projects of the AifL Programme
Table 2.2 Key participants in each project in initial developments
Table 2.3 Evaluation activities - January to December 2003
Table 2.4 Evaluation activities - January to December 2004

Chapter 3
Figure 3.1 Grouping of 9 AifL projects into 3 assessment themes
Figure 3.2 Key stakeholders in each project in initial developments
Table 3.1 Local authority involvement in initial AifL projects

Chapter 4
Table 4.1 Breakdown of responses to first AifL school survey by sector
Table 4.2 Distribution and return of questionnaires in first AifL school survey by AifL Project
Table 4.3 Progress in relation to issues identified for HE representatives
Table 4.4 Sectors represented by respondents in first AifL school survey
Table 4.5 Projects represented by respondents in first AifL school survey
Table 4.6 Stages involved in AifL projects
Table 4.7 Curricular areas being developed as part of AifL
Table 4.8 Objectives for involvement in projects as given by respondents
Table 4.9 Meeting national priority targets
Table 4.10 Relationship between projects and existing practice
Table 4.11 Views on the impact of AifL projects ( LA co-ordinators and LTS development officers)
Table 4.12 Views on benefits of involvement of teachers
Chart 4.1 Benefits to teachers - clearer understanding of assessment
Chart 4.2 Benefits to teachers - change to classroom practice
Chart 4.3 Benefits to teachers - more varied approaches to assessment
Chart 4.4 Benefits to teachers - improved feedback
Chart 4.5 Benefits to teachers - valuable staff development
Chart 4.6 Sector differences - 'Some teachers have shown resistance' (Headteachers)
Chart 4.7 Sector differences - 'Some teachers have shown resistance' (Teachers)
Chart 4.8 Sector differences - 'New practice difficult for some' (Headteachers)
Chart 4.9 Sector differences - 'New practice difficult for some' (Teachers)
Table 4.13 Views on benefits to pupils
Chart 4.10 'I have evidence of increased attainment' (Teachers)
Chart 4.11 Sector differences - 'I have evidence of increased attainment' (Teachers)
Table 4.14 Extent to which AifL has contributed to meeting information needs (Headteachers)
Chart 4.12 Progress towards meeting the information needs of various groups (Headteachers)
Table 4.15 Extent to which PLPs have contributed to meeting information needs (Teachers)
Chart 4.13PLPs' contribution towards progress in meeting the information needs of various groups (Teachers)
Table 4.16 Helpfulness of the various forms of support (Teachers)
Table 4.17 Awareness of other projects
Chart 4.14 Awareness of other projects (Headteachers)
Chart 4.15 Awareness of other projects (Teachers)

Chapter 5
Table 5.1 Breakdown of responses to second AifL school survey by sector
Table 5.2 Distribution and return of questionnaires in second AifL school survey by original AifL Project
Table 5.3 Projects represented by respondents in second AifL school survey
Table 5.4 Opportunities for assessment-related staff development offered by local authorities during 2003-2004
Table 5.5 Views on the impact of each type of event ( LA co-ordinators)
Table 5.6 Proportion of staff involved in assessment staff development by sector
Table 5.7 Progress towards issues identified for HE representatives
Table 5.8 Aspects of AifL introduced into ITE courses
Table 5.9 Aspects of original projects which were developed during 2003-2004 or were being planned (Headteachers)
Table 5.10 Aspects of original projects which were developed during 2003-2004 or were being planned (Teachers)
Table 5.11 Respondents having extended or planning to extend developments: comparison of Project 1 and non-Project 1 schools
Table 5.12 School developments in AifL project areas beyond original project (Headteachers)
Table 5.13AifL objectives and extent to which they have been perceived as achieved (Headteachers)
Table 5.14AifL objectives and extent to which they have been perceived as achieved (Teachers)
Table 5.15 Elements of AifL Programme included in local authority improvement plans
Table 5.16 Extent of influence of AifL on School Development Planning
Table 5.17 Extent to which AifL involvement has contributed to meeting National Priority targets ( LA co-ordinators)
Table 5.18 Extent to which AifL involvement has contributed to meeting National Priority targets (Headteachers)
Table 5.19 Contribution of AifL to National Priority targets - comparison of primary and secondary school responses
Table 5.20 The status of school assessment policy (Headteachers)

Table 5.21 Views on benefits of involvement of teachers
Chart 5.1 Benefits to teachers - clearer understanding of assessment
Chart 5.2 Benefits to teachers - change to classroom practice
Chart 5.3 Benefits to teachers - more varied approaches to assessment
Chart 5.4 Benefits to teachers - improved feedback
Chart 5.5 Benefits to teachers - valuable staff development
Table 5.22 Views on benefits to pupils
Chart 5.6 2003 and 2004 survey responses - 'I have evidence of increased attainment' (Teachers)
Table 5.23 Benefits observed in relation to parents
Table 5.24 Extent to which AifL has contributed to meeting information needs (Headteachers)
Table 5.25 Extent to which AifL has contributed to meeting information needs (Teachers)
Chart 5.7 Progress towards meeting the information needs of various groups (Headteachers)
Chart 5.8 Progress towards meeting the information needs of various groups (Teachers)
Table 5.26 Views on using National Assessment Bank
Table 5.27 Challenges encountered during involvement in AifL
Chart 5.9 'There was resistance to new developments by some staff' (Headteachers)
Chart 5.10 'There was resistance to new developments by some staff' (Teachers)
Chart 5.11 'Some staff found it difficult to adopt new practices' (Headteachers)
Chart 5.12 'I found it difficult to change my classroom practice' (Teachers)
Table 5.28 Views on impact of stakeholders on changing practice in schools ( LA co-ordinators)

Table 5.29 Importance of various contributors to AifL developments during 2003-2004 (Teachers)
Table 5.30 Views on effectiveness of AifL communication and dissemination ( LA co-ordinators)
Table 5.31 Inter-school liaison and networking (Headteachers)
Table 5.32 Extent to which funding was important to schools in implementing the programme
Table 5.33 Use of funding by schools
Table 5:34 Awareness of other projects
Chart 5.13 Awareness of other projects (Headteachers)
Chart 5.14 Awareness of other projects (Teachers)
Table 5.35 Progress towards a unified system of recording and reporting
Table 5.36 Progress towards bringing together current arrangements for assessment122 including AAP, National Tests and the 5-14 survey of attainment
Table 5.37 Progress towards the provision of extensive staff development and support
Table 5.38 Progress made by Associated Schools Groups ( LA co-ordinators)
Table 5.39 Year groups and curriculum areas targeted in the ASG developments
Table 5.40 Aspects of formative assessment being introduced through ASG activities
Table 5.41 Number of formative assessment strategies being developed within ASGs
Table 5.42 Staff development undertaken by ASG teachers during 2003-2004
Table 5.43 Progress made by ASGs

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