1. Assessment After Levels

2. Introductions
Chris Toyne Head of Service: Education Data, Intelligence & Performance John Duhig Head of Service: Education Standards and Effectiveness

3. Fire Alarms Mobile Phones Toilets Refreshments
House Keeping
Fire Alarms Mobile Phones Toilets Refreshments

4. Aims and Audience
The slides are pitched at school Governors and I’ve made an assumption that an overview of the reform is required
Aims:
Provide you with information on the changes
Provide you with some brief information on what options are available to schools
Signpost where to find more information or help.

5. What this presentation covers
What we know about 2016 accountability measures
Summary of key stage 2 reforms
Case for change
Assessment Principles
DRAFT 2016 Performance Descriptors
Timeline of Change
What Ofsted say?
What does the removal of levels mean for schools
What does the removal of levels mean for governors
Options – Assessment models
Options – for tracking pupils Progress
Where to find help?
What can we do?

6. What we know about 2016 accountability Measures
Changes to the accountability measures at both Key Stage 2 and Key Stage 4 from 2016
Removal of levels at Key Stage 2
Schools have freedom to assess children in their own way
The primary curriculum has changed
DRAFT Performance descriptors have been released
Floor standard changing

7. Key Stage 2 Reforms

8. Key Stage 2 – Summary of the reforms
More challenging tests that will report a precise scaled score at the end of the key stages rather than a level
Set a challenging aspiration that 85% of children should achieve the new expected standard by the end of primary school
Introduce a new floor standard, which will be based on the progress made by pupils from reception to the end of primary school.
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
Improving the moderation regime to ensure that teacher assessments are more consistent
The reforms ... will require schools and colleges to make
the headline performance measures available on their
websites in a standard format ... we want the
to be found on the front page of every school and
college website... to provide parents and students with a
rounded picture of the performance of their
local schools and colleges … help them challenge the
performance of their local (2014)

9. Key Stage 2 – New floor target
The percentage of schools in 2013 where 60% of pupils attained level 4+ in Reading, Writing and Maths combined?
90% Nationally
The percentage of schools in 2013 where 85% of pupils attained level 4+ in Reading, Writing and Maths combined?
10% Nationally
The reforms ... will require schools and colleges to make
the headline performance measures available on their
websites in a standard format ... we want the
to be found on the front page of every school and
college website... to provide parents and students with a
rounded picture of the performance of their
local schools and colleges … help them challenge the
performance of their local (2014)

10. Case for Change

11. Case for Change
Depth of learning rather than breadth and the concept of mastering a topic before moving onto the next
Simplified reporting that can be understood easily by parents
Remove the label that children associate with levels

12. Assessment Principles

13. Assessment Principles – Effective Assessment Systems
Effective Assessment Systems Should:
Give reliable information to parents about how their child, and their child’s school is performing
Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.
Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment.
Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling.
Are reliable and free from bias.

14. Assessment Principles – Effective Assessment Systems (Continued)
Help drive improvement for pupils and teachers
Are closely linked to improving the quality of teaching.
Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives.
Produce recordable measures which can demonstrate comparison against expected standards and reflect progress over time.
Make sure the school is keeping up with external best practice and innovation
Are created in consultation with those delivering best practice locally.
Are created in consideration of, and are benchmarked against, international best practice.

15. DRAFT 2016 Performance Descriptors

16. DRAFT 2016 - Performance Descriptors
The Department for Education’s consultation on the draft Performance Descriptors ended on the 18th December The results will be published in February 2015 and the final descriptors published in the autumn. The link below gives a summary of some of the responses to the consultation.

17. DRAFT 2016 - Performance Descriptors
Key Stage 1
Subject
Count
Descriptor
NC Test
Included in Floor?
Reading 4
Mastery Standard
Externally set, Internally marked test to inform teacher assessment
Teacher Assessment
National Standard
Working towards National Standard
Below National Standard
Subject
Count
Descriptor
NC Test
Included in Floor?
Writing 4
Mastery Standard
No writing test.
The English
grammar,
punctuation and
spelling test will
inform the teacher
Assessment of writing
Teacher Assessment
National Standard
Working towards National Standard
Below National Standard

18. DRAFT 2016 - Performance Descriptors
Key Stage 1 - Continued
Subject
Count
Descriptor
NC Test
Included in Floor?
Maths 4
Mastery Standard
Externally set, Internally marked test to inform teacher assessment
Teacher Assessment
National Standard
Working towards National Standard
Below National Standard
Subject
Count
Descriptor
NC Test
Included in Floor?
Science 1
Working at the National Standard
No Science Test
Not in floor standard

19. DRAFT 2016 - Performance Descriptors
Key Stage 2
Subject
Count
Descriptor
NC Test
Included in Floor?
Writing 5
Mastery Standard
No writing test.
There is a
separate English
grammar,
punctuation and
spelling test
Teacher Assessment
Above National Standard
National Standard
Working towards National Standard
Below National Standard

20. DRAFT 2016 - Performance Descriptors
Key Stage 2 - Continued
Subject
Count
Descriptor
NC Test
Included in Floor?
Maths 1
Working at the National Standard
Externally set,
externally marked
test.
National Curriculum Test
Subject
Count
Descriptor
NC Test
Included in Floor?
Reading 1
Working at the National Standard
Externally set,
externally marked
test.
National Curriculum Test
Subject
Count
Descriptor
NC Test
Included in Floor?
Science 1
Working at the National Standard
Biennial sample
tests
Not in floor standard

21. DRAFT 2016 - Performance Descriptors
DfE guidance states - “Schools will be using different models to assess pupils’ ongoing progress and attainment during the key stage and using this to inform teaching, and to report in detail to parents. The performance descriptors are designed to only be used to inform teacher assessment at the end of each key stage”

22. Timeline

23. Timetable for the primary national curriculum changes
Last Academic Year (2013/14)

24. Timetable for the primary national curriculum changes (Continued)
This Academic Year (2014/15)

25. Timetable for the primary national curriculum changes (Continued)
Next Academic Year (2015/16)

26. Timetable for the primary national curriculum changes (Continued)
In Summary:
2014/15
The new national curriculum applies to years except Year 2 and Year 6 for all CORE SUBJECTS
In CORE SUBJECTS pupils in Year 2 and Year 6 will be assessed using the current system of levels
Foundation subjects fall under the new curriculum and will be assessed under the new arrangements
No changes will be made to the national tests and reporting arrangements

27. Timetable for the primary national curriculum changes (Continued)
In Summary:
2015/16
The new national curriculum applies to ALL year groups and ALL subjects
National tests and reporting arrangements will reflect the new national curriculum

28. What Ofsted say?

29. What Ofsted say?
Although Ofsted has not as yet formally responded to the consultation, we know that it has said [ii] it ‘will not endorse a particular model of assessment’ and that good schools:
always track progress
set targets
use formative and summative assessments
and assessment informs the quality of teaching and learning and progress of children.

30. What Ofsted say? - Continued
However, inspectors will:
spend more time looking at the range of pupils’ work to consider what progress they are making in different areas of the curriculum
talk to leaders about schools’ use of formative and summative assessment and how this improves teaching and raises achievement
evaluate how well pupils are doing against relevant age-related expectations as set out by the school and the national curriculum (where this applies)[2]
consider how schools use assessment information to identify pupils who are falling behind in their learning or who need additional support to reach their full potential, including the most able
evaluate the way schools report to parents and carers on pupils’ progress and attainment and assess whether reports help parents to understand how their children are doing in relation to the standards expected.
As now, inspectors will use a range of evidence to make judgements, including by looking at test results, pupils’ work and pupils’ own perceptions of their learning. Inspectors will not expect to see a particular assessment system in place and will recognise that schools are still working towards full implementation of their preferred approach.[1]

31. What does the removal of levels mean for Schools?

32. What does the removal of levels mean for Schools?
On-going teacher-led assessment
Freedom to decide on how your curriculum is taught
Freedom to decide on how you track progress that pupils make
Renewed importance in both teacher assessment and external testing
Accountability & transparency
Increased communication with parents
Performance related pay……..

33. What does the removal of levels mean for Governors?

34. What does the removal of levels mean for Governors?
The documents you currently use to support and challenge your schools will remain unchanged this year
RAISEonline
FFT
A focus should be placed on assessment principles and the NAHT commission has established a check list and list of recommendations
Increased need for working in partnership through changing times (Moderation)

35. Secondary Schools?

36. Options – Assessment Models

37. Options – Assessment Models
Models in use in Doncaster (that we are aware of)
Sheffield STAT Model (86%)
Focus Education
Chris Quigley

38. Options – Tracking pupil progress

39. Options – Tracking Systems
Systems in use in Doncaster (that we are aware of)
SIMS
‘O’ Track
i-Track
Classroom Monitor
eMAG

40. Where to find help?

41. Where to find help?
Partners in Learning have facilitated workshops for school leaders with the next being on –the 26th January
Assessment Innovation Fund Schools – Will be shared after the meeting
Reforming Assessment and Accountability for Primary Schools
Assessment Principles
Primary assessment & accountability under the new national curriculum
Ofsted guidance for Inspectors
2016 Sample test material
2016 DRAFT Performance Descriptors
NAHT Commission – Report on Assessment after levels

42. What can we do?

43. What can we do?
Look out for each other - Keep an eye out for those who are isolated or at risk of becoming so within your partnerships
Signpost support - Make it easy and quick to find high-quality support through clear signposting
Maintain Dialogue - Keep engaging in meaningful dialogue about the transition
Foster innovation – Encourage meaningful engagements that give others the opportunity to lead the transition and to innovate
Inspire trust – Consistently role model effective behaviour in order to build trust, openness and honesty, laying the foundations of effective partnerships
Follow through with action – Make changes happen and stick through high-quality implementation, investing time and resource in sustaining change and demonstrating impact
Empower others – Build capacity, responsibility and associated accountability among partners

44. http://insights. thekeysupport
/06/assessment-without-levels-tim-oates- expert-presentation/