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How to become assessment co-ordinator?

Discussion in 'Primary' started by justpayingattention, Apr 20, 2016.

  1. justpayingattention

    justpayingattention New commenter

    I'm a PGCE student and having done an education degree before starting training, I've developed a lot of interest in the area of assessment (I want to do a Masters and PhD at some point so would love to research into that part of education for those) and recently decided that I'd probably like to be an assessment co-ordinator sometime in my career..

    The only thing is that I don't know what I'll need to do to get there? I asked my mentor at my last placement (who also happened to be the Deputy Head of the school) about it and she said you have to be SLT but I can't find any information online anywhere. Is she right?
     
  2. cassandramark2

    cassandramark2 Senior commenter

    Leading assessment might be described as a 'poisoned chalice', especially this year. You will need to understand the minutiae of Raiseonline and what this means for your HT and governing body (especially if your school is expecting a visit from Ofsted), along with providing guidance for your teaching colleagues, who need an ongoing, workable system.

    Good luck.
     
  3. whitestag

    whitestag Senior commenter

    I am assessment coordinator and not SLT. I was given it (small school).

    As previous poster said, you need two things. A good understanding of RaiseOnline and an established tracking system in school that everyone can use. Plus, perhaps, the ability to talk edu-babble in reports to governors.

    For what it's worth, it's an awful job. It's paperwork heavy and you never feel you get a workable system in place for long enough because the government/SLT/LA whip the rug out from under you when they feel like it. In my experience, they all want different things, different figures presented in a slightly different format that say the same bloody thing. I've finally managed to get rid of it at the end of this year and good riddance to it.
     

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