Over the past year schools have been developing remote learning solutions. These are systems, platforms, methods, or tools that enable remote learning. As the year progressed the quality and flexibility of these have improved. The need for improvement does not reflect teachers’ commitment at the start of the first lockdown, but the limitations caused by available technology, training in the use of the technology, and pupils’ access levels.

 

In October 2020, the Department for Education stated that all children attending state-funded schools must be given immediate access to remote education if they needed to self-isolate, or if restrictions required pupils to stay at home. Schools were expected to have a contingency plan in place for remote education so that pupils had access to meaningful and ambitious work every day. Provision was to include online tools which allow for interaction, assessment and feedback and high-quality online and offline resources and teaching videos. To support this, they aimed to increase pupils’ access to the internet and introduced Oak Academy.

 

By March 2021, schools were in a much better position to provide high-quality remote learning, having developed a variety of solutions. Live (synchronous) learning takes place when schools have videoconferencing in place for real-time lessons. Dependent on the age of the pupils and the availability of technology both within the school and at home this may be for a few short sessions each week or for all lessons. Self-paced (asynchronous) learning is also being used. This may utilise technologies such as recorded videos, teaching software, quizzes, games or TV programmes. This may also use more traditional learning tools such as textbooks, worksheets or other written or practical activities which do not make immediate use of a computer. Asynchronous learning enables pupils to work on the same work as others in the class but with more control over when they study and how long they spend on each task.

The EEF's Rapid Evidence Assessment on Distance Learning stated that teaching quality is more important than how lessons are delivered. The EEF found that there was no real difference between synchronous and asynchronous teaching. If all elements of effective teaching are present and teaching builds clearly on pupils’ prior learning, then pupils will learn well.

 

The EEF found that peer interactions and support for pupils to work independently can both provide motivation and improve learning outcomes. They did, however, note that ensuring access to technology is key, especially for disadvantaged pupils, and this has been seen to be a problem throughout the lockdown periods. Teachers have also had to be aware that different approaches to remote learning suit different types of content and pupils. One strength of remote learning is that it also provides more opportunities for pupils to take more control of their learning and as such they might also engage in a greater degree of individual learning where they can follow their own learning interests or study a whole-class topic in a different way or in greater depth.

The wide range of possible teaching input, learning access, learning engagement, home support and learning output has led to greater consideration of assessment: its purpose; use and reliability. The Ofsted Handbook (2019) states that: “When used effectively, assessment helps pupils to embed knowledge and use it fluently and assists teachers in producing clear next steps for pupils.” The headteachers’ standards (2020) require headteachers to ensure “valid, reliable and proportionate approaches are used when assessing pupils’ knowledge and understanding of the curriculum”.

 

The principles are important, but when moving from classroom contact to remote contact teachers and leaders have had to resolve some practical issues. So, how and what do you assess when learning is remote? In some schools, adaptive software is in use for elements of the curriculum. This responds to pupils’ online learning and adapts the content and practice accordingly. This enables the teacher to monitor learning and focus on in depth one-to-one support. In other environments nonadaptive software is used to set the tasks but the teacher must monitor the learning outcomes closely. What must not be lost in the drive to use remote learning and technology to support this is the place of assessment in the learning process.

 

“Pay particular attention to securing alignment between curriculum, assessment and teaching, and of these to the school’s ambitious goals for pupils.” – NPQH Framework (2020)

 

The Chartered College (2020) recognises the challenges related to moving from classroom to remote assessment and feedback. They show the principles of good feedback and assessment can still apply if they are reframed to fit this new context. When planning learning activities assessment must be considered in relation to the possible outputs and the potential of the output being the work not solely of the individual student concerned.

 

The Chartered College’s Distance Learning Resource Pack (2020; member login required) provides some clear tips about successful remote feedback and assessment, including:

• Assessment should be purposeful and provides meaningful, actionable information.
• Questions should help the teacher to assess what pupils have learned already and where they might need some more support, as well as helping them to test their own learning. 
• Students should help to design questions, as they will revise study material while they put together a question board. 
• Students should know when tests are low stakes or no stakes and understand that these are only used to help learning.
• Structured responses, prompts and partially completed templates may be helpful for pupils working without a teacher.
• Hinge questions can be used to check understanding and allow pupils to move on or receive further support.
• Multiple-choice questions with well-planned incorrect answers allow teachers to spot common misconceptions.
• In online learning sessions, prepared questions and use of the chat function, whole group or individual responses promote engagement and tracking.
• A daily ‘big idea’ question supported by multiple smaller questions can provide the teacher with information about engagement and learning.
• Pupils need feedback, which should be task-specific, providing a clear direction. Verbal feedback can be beneficial as an alternative to written feedback. Feedback on independent work is particularly important.
• Self- and peer-assessment remains an important part of the assessment process with the use of group chat or breakout rooms and shared learning.

The Chartered College’s report on effective approaches to distance learning (2021) states that “formative assessment is crucial in providing regular feedback to help students improve and to inform future teaching. Therefore, in order to maintain academic achievement, it is important that this continues to take place during distance and blended learning. During distance learning, teachers are less able to rely on incidental formative assessment opportunities and, therefore, will have to be more systematic and intentional about how and when assessment will take place.”

When planning for remote learning, some assessments only need minor adjustment but others need to be completely changed to reflect the change in teaching methods and potentially changes in the learning sequence. Teachers have had to revisit the intended learning outcomes and the assessment strategies needed to measure these. They also must protect academic integrity. The Department for Education (2020) suggested the use of dedicated software for questioning and discussion, and live feedback and marking.

NACE members were invited to respond to a survey on their practice in assessing remote learning, with a particular focus on provision for more able learners. NACE schools provided feedback on their remote assessment practices and the resources used to support these.

 

When using synchronous practices, teachers reported using online discussion, questioning, the use of the chat function, live view of written work and live marking of work. Assessment of asynchronous learning included low stakes quizzes either produced by the teacher or created by dedicated software, online assessment tools, e-portfolios, work uploaded and marked using a learning platform, and work assessed via email. In some schools the technology makes it possible to live view or mark as well as marking and returning work. This is more often seen with older pupils. Online assessment tools have enabled teachers to provide individual or whole-class feedback and use outcomes to inform planning.

 

Where pupils have greater opportunities for independent learning, they are likely to be engaged in longer-term projects, essays, or research activities. These tasks are more likely to utilise greater detail in assessment criteria being shared with the pupils and more opportunities for individual feedback. For these and other tasks, GRIT (growth resilience independent task) pupil responses are used to help them to understand and develop their own learning. 

 

The choices made in each school are driven by ethos and existing policies and procedures, but they have been rolled out in accordance with the circumstances. In general, schools report that they are using the available advice from EEF and others. They have had to make choices about the technology being used, including the means of communication, learning platforms, and other online resources. They have then had to make this work based on the availability of technology in pupils’ homes and their ability to engage with the technology.

 

Many teachers confirmed that pupil voice is effective in assessing during remote learning, especially when learners have been working independently. Teachers have tried many different approaches to assessment and feedback. Peer interaction during remote learning can motivate pupils and improve outcomes. Assessment strategies using peer marking and feedback, sharing models of good work, and opportunities for live discussions of content, are possible and are reported to be increasingly effective as pupils get older.

 

Feedback to pupils has varied according to the task and between schools. This ranged from a comment “well done” to detailed written feedback. The use of success criteria continues to be important when giving feedback on tasks. Some teachers have given open-ended feedback as they would in a class situation. This has enabled them to adapt and differentiate work to the unique situations of the children as well as their ability. Others have been calling pupils to answer questions raised in online chat, to address outcomes in activities such as group agree/disagree questioning, online quizzes, or independent work. Online comments at the end of a piece of work have been shared with pupils. Emails have been sent to parents where children do not access online learning.

 

This range of responses reflects the range of practice and the differences in access to technology, training in the use of technology and home learning environments. Where possible, the methods used for teaching, learning assessment and feedback are like those used in class as this provides consistency and stability to the pupils when they are not in school. 

Considering the advice available to schools, the increased availability of internet access, learning platforms and dedicated software, one might assume that there is an equitable learning experience for all pupils. Schools have invested in a distance learning infrastructure and are now able to provide a blended learning approach which will enable pupils to make progress. However, what pupils learn, how quickly they progress and their depth of understanding are not necessarily the same as they would be in school. Pupils spend most of their remote learning time working independently and may not have home support. 

 

NACE member schools have recognised the range of responses to home learning from pupils. Some more able pupils thrive in an environment where they can manage their day and their learning. Home learning provides pupils with time to reflect and research so that mastery, analytical skills, and problem solving can be developed. Not all pupils cope with these greater freedoms and many miss the collaborative nature of the classroom where they can enhance their learning by engaging in cognitive discourse. Others lack resilience or the metacognitive skills needed to learn without the support of the teacher. Teachers raised concerns that some pupils may have developed gaps in learning and understanding. Others were concerned that there was learning fatigue and that continued remote learning impacts on the health and wellbeing of the pupils. 

Within a classroom environment visual clues are often used to assess understanding and learners’ confidence, but these are not easy to establish through online learning. When engaged in remote learning, teachers find it more difficult or impossible to use the normal assessment practice of tracking learners' work and assessing their progress in skills. One major barrier to assessment is that teachers do not know the level of support each learner receives at home from family members.  Some pupils receive significant input and have considerable access to additional learning materials, support and guidance. Other pupils work in isolation and lack any additional resources, support or learning capital which would enable them to respond well to learning tasks. These differences not only impact on the quality of learning, but also on the teacher’s understanding of what pupils know, understand and can do independently.

 

A second issue related to assessment and reported by NACE member schools was that not all pupils engage with or complete the work. Written work completed at home is not always submitted and when it is the teacher is not always clear as to whether the child completed the work independently. 

 

Some schools report difficulties in the assessment of foundation phase learning based on outcome alone, which is what is seen from remote learning, particularly for those with limited access to online sessions and activities. Normal assessment practice would be far more fluid and formative questioning part and parcel of the process. This is far more difficult to achieve remotely, especially where parents are present and 'supporting' the child by answering for them. 

The surveyed NACE schools recognised the many difficulties and pitfalls in providing remote learning and assessment. Despite this they remained committed to high-quality provision which embraces assessment as an integral part of the process. As one member commented: “This is very much a work in progress and we are learning as we go, always striving to improve.”

 

NACE's research suggests that cognitively challenging learning environments are dependent upon curriculum design, management of learning and cognitive discourse (read more here).

 

In planning learning for more able pupils, schools have made best use of available technology and have adapted the curriculum to reflect the new learning environment. They have created new learning opportunities and adapted existing ones, but cannot manage all aspects of the pupils’ home learning experiences. Some more able learners do not have the same learning advantages as others and as such there will be difference in outcomes and in the responses to assessment measures. The greatest difficulty in using remote learning and assessment to develop cognitively challenging learning for more able pupils results from the absence of rich and extended talk and cognitive discourse which would be found in the classroom. Short periods of engagement online cannot generate the quality of language which would be present in the classroom throughout the day.

As pupils and teachers return to face-to-face teaching and learning there is much to consider. How will teachers use the assessments undertaken during remote learning to plan for next steps and to resolve any lost learning or misconceptions? Will disadvantaged more able pupils have the same opportunities to achieve as others whose learning has progressed well? Where more able pupils have taken their learning beyond the expected standard, will they have opportunities to continue to deepen learning having returned to a classroom environment?

 

Teachers are now tasked with the challenge of managing learning recovery, assessment and new learning simultaneously, while rebuilding the relationships and expectations of the classroom.

As pupils return to school there is another issue related to assessment. Pupils due to complete a course of study this year will have an assessed outcome which is no longer linked to a final examination. Where the remote assessment is well-established and provides a direct link to what has been learnt, teachers will be able to report on pupils’ learning accurately. However, in many schools, pupils will return to school to face a series of activities which provide evidence of what they know. Pupils’ qualifications this year will be based on school assessments.

 

“Teachers must assess their students’ performance, only on what content has been delivered to them by their teachers, to determine the grade each student should receive.” “Heads of centres will have to confirm that students have been taught sufficient content to allow progression to the next stage of their education.” – Ofqual (2021)

 

Teachers have increasingly recognised the importance of creating a link between curriculum, planning, teaching, learning and assessment. Is this examination requirement going to mean that pupils spend more time having their learning measured at the expense of developing as learners? How could the examination system work so that it fits with the way in which teaching and learning takes place?

 

We will continue to consider these inter-related issues as we explore assessment methodology, opportunities, limitations and next steps for more able learners.

 

With thanks to all the NACE member schools who have so far contributed to our work in this area. To share your own experience, please contact communications@nace.co.uk.

 

• Chartered College of Teaching (2020). Distance Learning Support Pack.
• Chartered College of Teaching (2021). Education in times of crisis: Effective approaches to distance learning.
• Education Endowment Foundation (2020). Best evidence on supporting students to learn remotely: Rapid evidence assessment examining the existing research to support the remote learning of pupils.
• Department for Education (2020). Headteachers’ Standards.
• Department for Education (2020). National Professional Qualification for Headteachers Framework. 
• Department for Education (2020). Remote Education Temporary Continuity Direction – Explanatory note. 
• Ofqual (2021). Decisions on how GCSE, AS and A level grades will be determined in summer 2021.
• Ofsted (2019). School Inspection Handbook. 
• UNESCO (2020). COVID-19 response – remote learning strategy.

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• Read more from our “rethinking assessment” series
• NACE spring & summer series: support to reflect, review and develop your provision