NFER expertise in the spotlight at ASCL Annual Conference
17 March 2017
Experts from NFER demonstrated the breadth of work that NFER is involved in at this year’s ASCL Annual Conference in Birmingham (10-11 March).
Chief Executive, Carole Willis, was one of an influential international panel of educational leaders who took part in a panel discussion titled: The UK in the global context: how well are we doing and what we need to do next? Carole joined Andreas Schleicher (Director for Education and Skills, Organisation for Economic Co-operation and Development), Dr Becky Allen, (Director, Education Datalab) and Geoff Barton (General Secretary Designate, ASCL) for the 50-minute discussion chaired by Ian Bauckham (Executive Headteacher/CEO Tenax School Trust, and NFER Trustee). NFER has a long history delivering international surveys, and is the National Centre for the OECD Programme for International Student Assessment (PISA) 2018 in England, Wales, Northern Ireland and Scotland. The lively discussion was well received by the Conference and was extensively tweeted with photos and comments featuring Carole’s contributions.
Along with Ian Bauckham, Head of Impact, Karen Wespeiser, presented on the role of executive headteachers (EHTs) at one of the Conference breakout sessions. The two presented findings from the latest research on EHTs jointly undertaken between NFER, the National Governors' Association and Ambition School Leadership. This session was full with standing room only.
Also highly popular was a second breakout session in which NFER research manager, David Thomas, joined Alex Galvin (SSAT) and Suzanne O’Farrell (ASCL) to present a new jointly developed assessment resource. The resource supports schools in exploring how formative assessment works best in different EBacc subject areas. This framework enables school leaders and department heads to plan a coherent whole school approach to assessment that will support the learning of individual students. The resource has been developed with leading subject practitioners and aims to provide clarity on some key issues, supporting schools in asking the right questions about assessment in the classroom to ensure an approach that works for students.