6 assessment
Assessment against the Standard for Headship ( SfH) of candidates who have implemented individualised learning and development plans.
Candidates following the flexible approach will find several points at which they will be able to receive feedback on their progress towards the SfH. As a result this section only describes the formal assessment process.
This consultation document suggests how candidates might combine experiential learning with established and new development programmes. It is vital that there is comparability between SQH and the more individualised learning and development activities of the flexible approach.
As a result this section outlines the following:
A. The Formal Assessment Process
B. Management and Development of the Assessment Process
C. Support to Candidates in relation to the Assessment Process
A. The Formal Assessment Process
Formal Assessment consists of the following elements which broadly reflect existing SQH arrangements:
- Portfolio: candidates submit a portfolio justifying their claim that their professional practice meets the SfH. Assessment will be against the key elements of the SfH with reference to the impact of the candidate's professional actions, informed by his/her vision and values, knowledge and interpersonal skills.
- Field Visit: this is a visit to the candidate's school by a field assessor. A field assessor scrutinises the portfolio in detail and visits the candidate's school to follow up on issues raised in the portfolio, to moderate/validate evidence and to interview a relevant selection of staff and pupils in connection with claims made.
- Field Report: a field assessment report is prepared by the field assessor, outlining broadly strengths and areas of concern arising from the field visit. The field report is shared with the candidate and with the final assessment board. It will indicate specifically if there are issues which may require to be addressed in the support of his/her claim.
- Assessment Board: at a subsequent Assessment Board, the candidate is invited to support his/her claim. Typically this will last for around one hour and will begin with the candidate making a presentation outlining their claim. Assessors will then question the candidate on aspects of the presentation, on issues arising from the portfolio, on elements of their professional practice (particularly where there has been a concern expressed in the field assessor report), and on areas of professional knowledge and understanding.
- Final Assessment: The Assessment Board prepares a final assessment, incorporating the
- Satisfactory
- Unsatisfactory but open to resubmission at the next Assessment Board (with an indication of areas to be addressed)
- Unsatisfactory and significantly short of the SfH
- Resubmission: will not require the full assessment process, but will focus proportionately on areas identified at first assessment.
- Appeal: An appeal process underpins the validity of the assessment system.
B. Management and Development of the Assessment Process
The assessment process will require to be managed and to be held professionally and publicly accountable. The following elements are required:
- The Assessment Team: a national assessment team requires to be established and led. It should consist of a Principal Assessor together with a team of trained field assessors.
- Assessment Boards: the Assessment Board will be led by the Principal Assessor and will consist of at least two trained field assessor headteachers, together with a representative nominee of appropriate experience and standing from one of the SQH consortia e.g. headteacher, local authority officer or university tutor.
- Moderation of quality and reliability of assessment: the Principal Assessor will be responsible for creating a moderation system to establish reliability and validity in the assessment process. This is an important part of the accountability process.
- Accountability: The Principal Assessor will make a public report on the assessment activities each year. This report will identify trends, summarise statistics of presentation, comment on assessment issues and summarise good practices and areas of concern from evidence presented.
C. Support for Candidates in Relation to the Assessment Process
Candidates preparing for assessment (or at an earlier stage when deciding whether to pursue a flexible approach or the SQH) will require support, in relation to the assessment process, to assist with their decisions.
Relevant supports are:
- Advice on the requirements of the assessment process: The Principal Assessor will draw up advice materials, outlining process requirements. Such guidance will ensure that the quality of professional practice, not the accumulation of pieces of evidence, is the key focus.
- Formative assessment and use of feedback:LAs and schools can use reports to provide ongoing development support to aspirant headteachers whom they are supporting. Such support will be in the context of much wider developmental experiences and opportunities and may include:
- an advice service prior to submission, network meetings for those finalising their portfolios to support each other, access to nationally trained assessors not directly involved in the assessment of the candidates seeking support or advice and "mock" Assessment Boards
- support in relation to areas identified as concerns in the field report
- support in relation to areas identified as concerns in the Board assessment, prior to resubmission or withdrawal.
Questions
Are there aspects of the proposal which would benefit from more clarity or guidance?
Is the assessment process sufficiently challenging and rigorous?
Should there be a maximum and minimum timescale for candidates undertaking a flexible approach? If so, what should these be?
