Transcript Assessing without levels B Roddick C Roberts

Assessment Without Levels
Friday 20 June 2014
Claire Roberts
Standards & Learning Manager
Bill Roddick
Standards & Learning Manager
Standards and Learning Effectiveness Service
Objectives
• To review the national picture
– what we know
– what we don’t know yet
– what is emerging
• To consider next steps
– for individual schools
– together in partnership
Background
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June 2013 “Assessing without levels” (DfE)
Levels removed and not replaced
Not prescribing a single approach to assessment
Schools introduce own approaches to formative
assessment
• Assessment framework built into school curriculum, schools
can check what pupils have learned and whether they are
on track to meet expectations at the end of the key stage
and so that they can report regularly to parents
• Ofsted informed by tracking data system schools choose
• Schools free to devise own curriculum and assessment
system, the DfE will provide examples of good practice
Background
• December 2013: DfE launched Assessment Innovation
Fund to collect and promote examples of innovative
approaches to assessment
• February 2014: NAHT published “Report of the NAHT
Commission on assessment”
• March 2014: DfE published “Reforming assessment and
accountability for primary schools”
• March2014: STA published National Curriculum test
frameworks
• May 2014: nine selected Assessment Innovation Fund
schools and organisations announced. Their approaches
will be made freely available
What we know
• There will be a mix of old and new in most schools
• Current years 1 and 5 can continue to be assessed as
previously
• EYFS no longer compulsory
• P-Scales remain
• Progress will be informed by scaled scores at the following
points:
– Reception Baseline
– Key Stage 1
– Key Stage 2
• Performance descriptors
• “Report of the NAHT Commission on assessment” provides
an evaluation checklist and notes for schools seeking to
develop or acquire an assessment system
What we don’t know yet
• Exactly how school assessment systems
will work from Sept 2014 for most year
groups
• Exactly how progress will be tracked
• Exactly how this will impact ongoing
summative and formative assessment
practice
What is emerging
• Continued emphasis on formative
assessment
• Assessment criteria – an opportunity for
greater simplicity
Example: Level 4 writer
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Accurately-punctuated sentences
Some variety in sentences
Starting to use paragraphs appropriately
Consistent and accurate tense
Writing broadly suits its purpose
One example – Year 6
Teacher’s Pet
http://displays.tpet.
co.uk/#/ViewReso
urce/id1446
End of key stages
Y6
Y5
Y4
Y3
Y2
Y1
YR
Measuring progress?
Above
Above
At Expected
Above
At Expected
Below
At Expected
Below
Below
100
Year 2
or
Year 6
Next steps
• Individual school decisions
• Working together in partnership
Questions
What are the key issues that still need to be
addressed and resolved?