March 11, 2015 by dragonflytraining
CPD is unfortunately being over looked by many schools at the moment. Schools are trying to get teachers at the school to deliver CPD rather than professional trainers, and as a result standards may begin to slip. This is of course heavily down to the budgets allocated to schools, and then down to the person who is in charge of spending the budget. That’s why Dragonfly Training are going to be selecting a course every week that has previously proven to have a positive impact on teachers, and offer this course for just £150.
This is by far one of the best values you will get for a course, especially seeing as our trainers are of the highest quality, having delivered to thousands of teachers in the past with great impact!
So, the course we currently have on offer is:
Although there is a wealth of research around the benefits of no-grade marking and formative assessment, many teachers have only known attainment level-driven assessment. With the DfE scrapping attainment levels and having no intention of replacing them, some teachers and senior leaders may find themselves floundering as to where to go next with assessment.
This course will increase delegates’ awareness of the rationale and research behind the scrapping of levels and will equip them with practical strategies to move through this period of major change seamlessly. It will identify the key principles and processes behind the assessment of learning and assessment for learning, highlight the pre-requisites for effective peer and self-assessment, showcase a range of strategies to facilitate effective marking and constructive feedback, and share methods for demonstrating progress and achievement.
Outstanding teaching is central to outstanding rates of learner progress and outstanding assessment is central to outstanding teaching. Delegates will leave this event aware of the next steps to take to crank up the quality of assessment in their lessons and to ensure optimum progress for all learners, including target groups such as those receiving Pupil Premium funding, those with learning difficulties, and higher level performers.
- Reinforce the DfE stance on attainment levels
- Highlight key research which has implications for assessment – including the research of John Hattie and the Sutton Trust among others
- Break down the key processes that contribute to effective AfL
- Identify practical steps to ensure AfL impacts on the progress of learners
- Explore a range of activities and strategies that can be used back in school
- Flag up next actions steps
To find out more about this course, click the following link: Optimising Progress by Assessing without Levels. You can also book onto the course through this link, or alternatively email email@example.com or phone 029 2071 1787.