Transcript Accountability in the school system

Accountability in the school system
1
Assessment conundrums
 Formative/summative distinction
 New teacher professionalism
 The challenge of 14 - 19 education
2
Intelligent Accountability
“Accountability is in some ways the foundation of
public services today. Without accountability there is
no legitimacy; without legitimacy there is no support;
without support there are no resources; and without
resources there are no services……
…intelligent accountability serves two functions: it
helps the system learn from itself, and it shows the
public that they are getting value for money”
David Miliband at the North of England Education
Conference, Belfast, 8 January 2004.
3
Balancing internal and external assessment
Formative
Assessment
for
Learning
Pupil
Achievement
Tracker / FFT
External
Internal
Moderated
Teacher
Assessment
National
Curriculum
Tests
Summative
4
Then and now
Pre-1997
Now
Tests
External/summative tests at KS1- Summative (with drive on AfL) /
3, GCSE & A-level
teacher assessment at KS1
Targets
National targets cascaded to
school level at KS1-4
Tables
Publication of performance tables Performance tables published (Raw
(Raw data at KS2, GCSE & A
data from KS2 to GCSE). KS1-KS2,
level)
KS2-KS3, KS3-Aged 15 and KS2Aged 15 Value added measures
Inspection
External/Detailed, long notice,
massive preparation, inspection
framework published
School LEA targets based on
individual pupil target setting and
KS1-3. 2% yearly increase in 5A*-C
External/Focussed: shorter notice,
significant preparation. Inspection
framework used for self-evaluation
5
Now:
Balance of internal & external accountability
Internal
External
Tests
Assessment for learning using a
range of tools at all ages
Teacher assessment at KS1
External tests at KS1, KS2 and KS3.
Test results published at KS2-3.
Targets
Targets for every child – part of the
learning culture
Self evaluation identifies priority
areas for targets & action
Use pupil performance data to
inform target levels
Schools must set targets at KS2-4.
High quality data means LEA can
check targets are stretching
Floor targets bite on low performers
Tables
VA & CVA help establish strengths /
weaknesses relative to peers
Raw at KS2, KS3, GCSE & A-Level.
VA at KS2-GCSE, & KS3-GCSE
Inspection
(2005/06)
Rigorous self-evaluation throughout
school required to demonstrate
sound management to OfSTED.
Every 3 years at no notice. More
frequent in weak schools. HMI
oversee all inspections.
6
Country use of performance data
PISA 2003 : Percentage of students in schools where the principals report using assessment results for
the following purposes
OECD country
Compare the school with
other schools
Compare the school to
district or national
performance
Partner country
OECD average
United Kingdom
8
7
6
Make judgments about
teachers' effectiveness
5
Monitor the school's
progress from year to year
4
Inform parents about their
child's progress
Make decisions about
students retention or
promotion
3
2
Group students for
instrucional purposes
1
Identify aspects of
instruction or the curriculum
that could be improved
0
0
25
50
75
100
percentage of students
PISA 2003 UK data Response Rate too low to ensure comparability
7