Presentation on theme: "Assessment 2014. Changes to assessment Levels no longer exist. The Department for Education is currently in the process of reforming KS2 tests. End of."— Presentation transcript:
Changes to assessment Levels no longer exist. The Department for Education is currently in the process of reforming KS2 tests. End of Key Stage 1 testing (at Year 2) has, so far, been left much as it was with external tests that are internally marked and moderated but with the future addition of a new Grammar, Spelling and Punctuation Test. The Year 1 Phonics Test remains at present. There will be some form of assessment either when children first join the school in Early Years Foundation Stage (EYFS) or at the end of the first year but this has not yet been decided. This is being changed so that the DfE has some way of measuring progress of children from the start of their primary education to the end.
Changes to assessment There has been no nationally agreed new system. Therefore, schools are able to choose their own arrangements, although there is still a requirement to track progress and attainment and report it to parents The new National Curriculum does not have levels of attainment, but expectations at each banding. Children’s attainment will be measured by their progress through the expectations for their chronological age group.
How will we assess the children? The tests that we have used with the children previously are not applicable as the content of what children are taught has changed. New test materials are being published. More Teacher Assessment Assessing against AREX (Age Related Expectations) Emerging, expected, exceeding Are children are on track to meet end of Key Stage expectations?
We have worked with : Each other Cluster schools NYCC Other schools in NYCC We have also looked at how other schools nationally are addressing assessment from now on.
Lessons are planned using the objectives in the Programmes of Study in the National Curriculum. Year 1 Year 1 programme of study (statutory requirements) Notes and guidance (non-statutory) NUMBER Number and place value Pupils should be taught to: count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens given a number, identify one more and one less identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least read and write numbers from 1 to 20 in numerals and words. Number and place value Pupils practise counting (1, 2, 3), ordering (e.g. first, second, third), or to indicate a quantity (e.g. 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent. Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations. They practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system (e.g. odd and even numbers), including varied and frequent practice through increasingly complex questions. They recognise and create repeating patterns with objects and with shapes. Addition and subtraction Pupils should be taught to: read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs Addition and subtraction Pupils memorise and reason with number bonds to 10 and 20 in several forms (e.g = 16; = 9; 7 = ). They should realise the effect of adding or subtracting zero. This establishe
Teachers assess children according to whether they have achieved these age-related objectives Assessment takes place: -During the lesson -eg by the teacher asking questions as the children are learning -At the end of the lesson -eg during the plenary -After the lesson -eg when the teacher is marking a child’s work -At the end of a unit of work -eg an end of unit test -At the end of a term -eg a standardised test
We have to assess children against age-related expectations and judge if children are on track to achieve end of Key Stage Expectations
For Core Subjects, ie Maths, English and Science, we record whether an objective has been achieved after each objective has been taught.
For Foundation Subjects, we are trialling the use of Skills Grids: Breadth of Study ChronologySources and EvidenceHistorical Interpretation and evaluation Organisation and Communication of historical knowledge Emergent Understand the concept of the past. Use verbal and visual clues to understand past events. Understand the difference between fact and fantasy. ‘Show and tell’ using different historical media to support (e.g. photos, objects etc.) Early Place objects and events in chronological order and use terms such as ‘before’ and ‘after’. Understand that historical information can be gained from a range of sources. Begin to differentiate between fact and fantasy. ‘Show and tell’ using a given artefact OR Describe purpose of a provided artefact as part of a group. Middle Put objects in chronological order within the History topic. Gather information from a range of sources. Begin to differentiate between fact and opinion. Use a range of presentation media including I.C.T. to present historical knowledge Later Put historical periods in chronological order. Select relevant sources to use from a range provided. Understand the difference between primary and secondary sources. Identify bias and possible motive behind sources of evidence. Select relevant information and presentation media from a range provided to present historical knowledge. Extended Understand how events in a timeline can influence each other. Independently select own primary and secondary sources relevant to a chosen area of study. Research skills to construct an argument to support or refute a specific viewpoint. Independently organise historical knowledge and deliver it to a specified audience in an appropriate way.
Children’s progress and achievement are also tracked over time: End Previ ous Year Y1Y2Y3Y4Y5Y6 ELGEmExpExcEmExpExcEmExpExcEmExpExcEmExpExcEmExpExc Y1Em Exp Exc Y2Em Exp Exc Y3Em Exp Exc Y4Em Exp Exc Y5Em Exp Exc Y6Em Exp Exc
How will we let you know how your child is doing? Emerging: Your child is working towards achieving their age- related expectation Expected: Your child is working at their age-related expectation Exceeding: Your child is working in excess of their age-related expectation
The government have just produced a consultation paper on Performance Descriptors for KS1 and 2 (last week!). The language the DfES are suggesting is: Below National Standard A child is working well below their age-related expectation Working towards National Standard A child is working below their age-related expectation National Standard A child is working at their age-related expectation Mastery Standard A child is working above their age-related expectation
If these performance descriptors become statutory, after the consultation, they will be used to assess children who will at the end of Key Stage 1 (Y2) and the end of Key Stage 2 (Y6) in In this case, we may choose to use the four descriptors; Below National Standard, Working Towards national Standard. National Standard, Mastery Standard, rather than the three we are currently using.