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Assessment After Levels. Introductions Chris Toyne Head of Service: Education Data, Intelligence & Performance John Duhig Head of Service: Education Standards.

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Presentation on theme: "Assessment After Levels. Introductions Chris Toyne Head of Service: Education Data, Intelligence & Performance John Duhig Head of Service: Education Standards."— Presentation transcript:

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 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

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

10 Case for Change

11  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 Case for Change

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 a)Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents. b)Provide information which is transferable and easily understood and covers both qualitative and quantitative assessment. c)Differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling. d)Are reliable and free from bias.

14 Assessment Principles – Effective Assessment Systems (Continued) Help drive improvement for pupils and teachers a)Are closely linked to improving the quality of teaching. b)Ensure feedback to pupils contributes to improved learning and is focused on specific and tangible objectives. c)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 a)Are created in consultation with those delivering best practice locally. b)Are created in consideration of, and are benchmarked against, international best practice.

15 DRAFT 2016 Performance Descriptors

16 DRAFT Performance Descriptors The Department for Education’s consultation on the draft Performance Descriptors ended on the 18 th 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 Performance Descriptors Key Stage 1 SubjectCountDescriptorNC TestIncluded in Floor? Reading4Mastery StandardExternally set, Internally marked test to inform teacher assessment Teacher Assessment National Standard Working towards National Standard Below National Standard SubjectCountDescriptorNC TestIncluded in Floor? Writing4Mastery 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 Performance Descriptors Key Stage 1 - Continued SubjectCountDescriptorNC TestIncluded in Floor? Maths4Mastery StandardExternally set, Internally marked test to inform teacher assessment Teacher Assessment National Standard Working towards National Standard Below National Standard SubjectCountDescriptorNC TestIncluded in Floor? Science1Working at the National StandardNo Science TestNot in floor standard

19 DRAFT Performance Descriptors Key Stage 2 SubjectCountDescriptorNC TestIncluded in Floor? Writing5Mastery StandardNo 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 Performance Descriptors Key Stage 2 - Continued SubjectCountDescriptorNC TestIncluded in Floor? Reading1Working at the National StandardExternally set, externally marked test. National Curriculum Test SubjectCountDescriptorNC TestIncluded in Floor? Maths1Working at the National StandardExternally set, externally marked test. National Curriculum Test SubjectCountDescriptorNC TestIncluded in Floor? Science1Working at the National StandardBiennial sample tests Not in floor standard

21 DRAFT 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 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. What Ofsted say?

30 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. What Ofsted say? - Continued 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  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…….. What does the removal of levels mean for Schools?

33 What does the removal of levels mean for Governors?

34  The documents you currently use to support and challenge your schools will remain unchanged this year –RAISEonline –FFT What does the removal of levels mean for Governors?  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 Models in use in Doncaster (that we are aware of)  Sheffield STAT Model (86%)  Focus Education  Chris Quigley  Options – Assessment Models

38 Options – Tracking pupil progress

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

40 Where to find help?

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

42 What can we do?

43  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 /06/assessment-without-levels-tim-oates- expert-presentation/


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