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Assessment Update Jenny Hart & Jane George. What’s changing? 20152016 EY Age 5 / Rec 2-3 Progress Check EYFS Profile 2-3 Progress Check [EYFS Profile]

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Presentation on theme: "Assessment Update Jenny Hart & Jane George. What’s changing? 20152016 EY Age 5 / Rec 2-3 Progress Check EYFS Profile 2-3 Progress Check [EYFS Profile]"— Presentation transcript:

1 Assessment Update Jenny Hart & Jane George

2 What’s changing? EY Age 5 / Rec 2-3 Progress Check EYFS Profile 2-3 Progress Check [EYFS Profile] New early baseline KS1 Age 7 / Y2 Phonics Screening Check (Y1/2) TA in Rdg / Wtg / Ma (informed by test/task and externally moderated) S&L and Sc Phonics Screening Check (Y1/2) TA in Rdg / Wtg / Ma (informed by tests and externally moderated) S&L and Sc KS2 Age 11 / Y6 Test (R/GP&S/Ma) Levels 3-5 & 6 (Sc sample) & TA (inc statutory wtg TA moderation) Test (R/GP&S/Ma) (Sc sample) & TA (inc statutory wtg TA moderation)

3 ARAs will not be sent to schools – these are only available online – it is each HT’s responsibility to ensure that the ARAs (KS1 & KS2) and all guidance documents are downloaded and shared with appropriate staff. ARAs as complete document included in resources In 2016, KS1 tests will be administered in May not at any point during the year

4 DfE proposals 2016 Accountability Attainment: From 2016, KS2 floor standard measure to be raised to 85% of pupils achieving new, higher expectation in reading & mathematics tests and writing TA Progress: measure from 2016 based on percentage of pupils making ‘sufficient progress’ in all of rdg and wrtg and ma, not separately ‘Sufficient progress’ to be defined in 2016 after new KS2 tests have been taken for the first time Transitional arrangements from 2016 to 2023

5 Impact of new accountability measures ?

6 Key implications pupil progress in reading, writing and mathematics, rather than attainment, the focus for most schools pupil progress tracking will need to take account of new, national ‘performance descriptors’ progress ‘data’ derived from statutory assessment will go through changing forms until 2023 ‘sufficient progress’ will not be defined in advance so schools need to be able to justify how they have used assessment to improve learning KS1 teacher assessment will carry very high stakes (at least until 2019)

7 Measuring progress 2014 to 2023 YearsBasis of measuring progress in primary schools 2014 ‘levels of progress from KS1 to KS2 rdg and ma test outcomes and wrtg TA (as now) KS1 ‘old’ TA levels to overall KS2 ‘new’ test and TA outcomes KS1 ‘new’ TA outcomes to overall KS2 ‘new’ test and TA outcomes New baseline to overall KS2 ‘new’ test and TA outcomes OR KS1 ‘new’ TA outcomes to KS2 ‘new’ test and TA outcomes (whichever better) 2023 Early baseline to overall KS2 test and TA outcomes

8 Moderation 2015 ‘Pupils entering years 2 and 6 in September 2014 will continue to be taught the current programmes of study for primary English, maths and science in the 2014 to 2015 academic year, to allow for statutory end-of-key- stage assessments in summer 2015.’ In addition to the 25% of all schools that receive a KS1 moderation visit this year, 50% of infant and first schools will also be moderated.

9 End of Key Stage

10 Phonics screening week 15 th – 19 th June Pupils who are absent during this week can be tested in the following week Results to be submitted by 26 th June Threshold to be released on 29 th June

11 Phonics Screening Check 2014:

12 The future of assessment – the DfE view: “….it is right that schools and colleges would be held accountable for ensuring every child is able to read and write well, and has good maths skills. This will mean all young people leave education with the skills needed to compete for apprenticeships, places at leading universities and good jobs, helping to build a stronger economy and a fairer society” Schools Minister David Laws 27 th March 2014

13 DfE view We want schools to assess children in a way which matches their curriculum, allows them to give meaningful feedback and ensures progress. We expect a renewed focus on progression in the accountability system will lead to schools and colleges focussing on all pupils/students. We want a system that delivers a broad and balanced curriculum that leads to meaningful qualifications, which prepare young people for future employment and further study. We want a system that recognises success in school improvement – so that good school leaders want to take on the challenge of difficult schools.

14 DfE view New assessments will reflect the more challenging national curriculum. Specifically we will: introduce more challenging tests that will report a precise scaled score at the end of the key stages rather than a level; make detailed performance descriptors available to inform teacher assessment at the end of key stage 1 and key stage 2. These will be directly linked to the content of the new curriculum; Improve the moderation regime to ensure that teacher assessments are more consistent.

15 Reception Baseline To enable progress to be measured from when a cohort of children start school, we are introducing a new Reception Baseline This will be a short, teacher-administered, age appropriate assessment conducted in the first few weeks of a child starting school. Schools will be able to choose from a range of baselines in September 2015 – a list of suppliers will be available in January The reception baseline will be the only measure used to assess progress for children who start reception in September 2016 and beyond. From September 2016, teachers will be no longer required to carry out and submit data on the Early Years Foundation Stage Profile.

16 KS1 Assessment All end of KS1 tests will be externally set but internally marked. Reading – sample papers include poetry Grammar – includes a short writing task Maths Writing composition to be teacher assessed on a range of evidence

17 Sentence structure Punctuation

18 KS1 sample questions

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21 KS2 sample questions

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25 Support for assessment Assessment principles published by DfE to provide guidance to schools designing new systems Materials from publishers, other providers and schools (including through our Assessment Innovation Fund) Blogs, podcasts and case studies articles from head teachers and schools already assessing beyond levels. Teaching Schools Enquiry led by NCTL NAHT Assessment Commission Report and model systems in English and maths.

26 New Floor Standards A new primary floor standard will reflect the raised expectations of primary schools and recognise the excellent work they do. We will: –set a challenging aspiration that 85% of children should achieve the new expected standard by the end of primary school; –introduce a new measure, based on the progress made by pupils from reception to the end of primary school. –A school will fall below the floor only if pupils make poor progress and fewer than 85% of them achieve the new expected standard; A new secondary floor standard based on pupils’ average scores across a suite of 8 qualifications.

27 Consider… % of children meeting national expectations Shift of focus in English on to technical aspects Gaps in maths for 2015 KS1 & 2 Performance descriptors - consultation

28 The future “No system that anyone devises now will be wholly right for the future – it will take time for national standards to develop” Steve Anwyll – AAIA Conference October 2014

29 What’s out there? Focus Education Hiltingbury Learning Ladders Classroom Monitor – teamed with Rising Stars Target Tracker (Essex Education Services) Sheffield materials The NAHT assessment model Chris Quigley Essentials Curriculum And…


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