[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642818-105":59,"doc-detail-642818-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","unlocking-assessment-as-a-superpower-for-teachers-and-school-leaders-workshop","Unlocking assessment as a superpower for teachers and school leaders - Workshop","","Workshop material by Dr Simon Child (The Assessment Network) for the Cambridge Schools Conference (December 2025), focused on using assessment as a catalyst for learner self-management. It explores how assessment practices build learner agency and metacognition, and how classroom culture and environment support wellbeing and positive relationships. Participants examine assessment for learning strategies such as success criteria and feedback, and develop tactics that connect formative approaches with summative outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/unlocking-assessment-as-a-superpower-for-teachers-and-school-leaders-workshop/642818/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/unlocking-assessment-as-a-superpower-for-teachers-and-school-leaders-workshop/642818.png","ImageObject",300,407,{"name":92,"@type":93},"Valentina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is meant by learner self-management in the workshop?","Question",{"text":112,"@type":113},"Self-management is defined as an individual’s control of behaviour, particularly when pursuing a specific objective.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does assessment support self-management according to the session?",{"text":117,"@type":113},"It helps clarify objectives, supports metacognition, encourages deliberate practice in safe environments, and provides motivational focus while promoting reflection and growth mindset.",{"name":119,"@type":110,"acceptedAnswer":120},"What signs suggest teachers are assessing too much or for the wrong purpose?",{"text":121,"@type":113},"The workshop highlights a lack of time to analyse performance for feedback, learners becoming preoccupied with the next assessment, increased anxiety, and learners showing performance motivations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642818,1792925056,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},13056703020460,"https://ap-avatar.wpscdn.com/avatar/be000253dac470eee5d?_k=1778207105932848923","Unlocking assessment as a superpower for teachers and school leaders  \nDr Simon Child-The Assessment Network  \nDecember 2025  \nCambridge Schools Conference, December 2025  \nFuture-ready: preparing learners to thrive  \nIn this workshop you will  \n• Explore how assessment practices can promote learner self-management, agency and metacognition  \n• Examine how classroom environments and culture can support wellbeing and positive relationships  \n• Consider how assessment for learning strategies (success criteria and feedback) can help learners monitor, plan and take responsibility for progress  \n• Collaborate to develop practical tactics that connect formative strategies with summative outcomes.  \n\n| Warm up task\u003Cbr>\u003Cbr> What is your own definition of ‘self-management’? |\n| --- |\n|  |\n| \u003Cbr> What role does assessment have in affecting learner’s self-management? |\n|  |\n\nA definition  \n‘An individual’s control of their behaviour, particularly regarding the pursuit of a specific objective’  \nAssessing self-management  \nIdentify the type of thinking and learning they have been engaged in and see what might be useful in other contexts.  \nSeek out and act on guidance (review and improve)  \nIdentify and prioritise their own learning needs.  \nShow independence in setting personal goals and targets.  \nPrioritise the most important things to do.  \nUse time effectively and persist with tasks in the face of frustration.  \nBe aware of where their learning fits into the bigger picture. Prepare to comment on the originality and value of their work.  \n[https://ccea.org.uk/downloads/docs/ccea](https://ccea.org.uk/downloads/docs/ccea)  \nasset/Resource/Rubric%20for%20Assessing%20Self-Management.pdf  \n| How effective assessment supports self-management |  |\n| --- | --- |\n| \u003Cbr>Helps define the ‘objective’e.g. learning outcome or abroader goal\u003Cbr>\u003Cbr>Opens a window in student’sown minds i.e. supports metacognition | \u003Cbr>Supports ‘deliberate practice’of reactions to day-to-day learning events in a safe environment\u003Cbr>\u003Cbr>Provides a motivational focus |\n| \u003Cbr>Encourages reflection on progress – growth mindset |  |\n\nBuilding an effective assessment culture in schools  \nCambridge Schools Conference, December 2025  \nFuture-ready: preparing learners to thrive  \n\n| What does a good assessment culture in a classroom look like? |  |\n| --- | --- |\n| \u003Cbr>Teacher | \u003Cbr>Learner |\n\n\n| \u003Cbr>Some further thoughts\u003Cbr>• Feedback prioritised to ‘cause thinking’.\u003Cbr>• Learners anticipate feedback and enjoy receiving it.\u003Cbr>• ‘Improvement time’ to implement learning or remedial instruction.\u003Cbr>• Learners recognise their own progress towards goals. | ‘It is increasingly important to reconsider the effects of assessment on each student’s long-term future learning capacity’\u003Cbr>(Leong & Tan, 2014) |\n| --- | --- |\n\nIndicators that you are assessing too much in the classroom or with the wrong purpose  \n• Not having time to analyse performance to provide feedback  \n• Learners preoccupied by the next assessment  \n• Learners expressing anxiety  \n• Learners expressing performance motivations.  \n‘Once an emotional reaction occurs, the learning will certainly stop’(Wiliam, 2011)","cbCaipiTwOtnELer","https://ap.wps.com/l/cbCaipiTwOtnELer","pdf",868930,36,"English","# Future-ready: preparing learners to thrive\n## Explore assessment practices for learner agency and metacognition\n## Assessing self-management\n# Building an effective assessment culture in schools\n## Indicators of assessing too much or with wrong purpose","[{\"question\":\"What is meant by learner self-management in the workshop?\",\"answer\":\"Self-management is defined as an individual’s control of behaviour, particularly when pursuing a specific objective.\"},{\"question\":\"How does assessment support self-management according to the session?\",\"answer\":\"It helps clarify objectives, supports metacognition, encourages deliberate practice in safe environments, and provides motivational focus while promoting reflection and growth mindset.\"},{\"question\":\"What signs suggest teachers are assessing too much or for the wrong purpose?\",\"answer\":\"The workshop highlights a lack of time to analyse performance for feedback, learners becoming preoccupied with the next assessment, increased anxiety, and learners showing performance motivations.\"}]","Unlocking assessment as a superpower for teachers and school leaders - Workshop | PDF",1792722949,91]