Assessment March 2016

‘Attainment’ & ‘Progress’ Attainment: This is the score, grade, mark or level that is achieved from a particular task or activity e.g. a test score 17/25 Progress: This is the difference that is measured between attainment scores over a period of time e.g. change in reading age from 6.7 to 7.2 Assessment in school is a combination of ‘attainment’ and ‘progress’

Formative and Summative Assessment In school we talk about both ‘Formative’ and ‘Summative’ assessment. Formative assessment is ‘ongoing assessment’ over a daily or weekly period e.g. marking or work Summative assessment comes at the end of a period of time (e.g. half-term) or end of a period of work (e.g. end of a topic/ unit) In school we use a mix of formative and summative assessment to review the learning and progress of pupils.

Ongoing (Formative) Assessment All class teachers are constantly assessing pupils in class on a daily basis. Most commonly through questioning, observing and marking of work. In KS1 and KS2 we have fortnightly ‘quiz’ activities for maths and grammar that also form part of ongoing (formative) assessments. We ask parents/ carers to support formative assessment through daily home-reading activities and support of homework.

Early Years Assessment EYFS (Early Years Foundation Stage) covers Nursery (FS1) and Reception (FS2). Currently assessments are conducted daily and weekly through observing the pupils undertake a range of skills in 7 areas of learning. These judgements end up being described as: “Exceeding”, “Expecting” or “Emerging” at the end of the Reception year. Pupils who make ‘good progress’ will achieve at the “Expecting” level and those making ‘better progress’ will achieve at the “Exceeding” level.

Early Years Assessment In September 2015 the EYFS assessments were changed as a new national assessment system was introduced across all schools. This is called ‘Baseline Assessment’ and it will be used to measure pupil progress in school from the beginning of Reception till the end of Year 6. From this coming September the ‘Baseline Assessment’ becomes compulsory for all schools to implement.

Key Stage 1 – Year 2 SATs Many of you are familiar with the Year 2 SATs that take place in reading, writing and maths. These previously resulted in pupils being awarded a NC Level (Level W, 1, 2C, 2B, 2A or 3) Last summer was the end of the use of levels. The current pupils in Year 2 will be the first pupils tested under the new arrangements. Introduced from this year is a ‘new’ test of “Grammar, Punctuation and Spelling (GPS) in Year 2.

Key Stage 2 – Year 6 SATs All pupils currently in Key Stage 2 are no longer assessed using levels and those in Year 6 will complete ‘new’ SATs assessments in May this year. Year 6 pupils will be judged as having “met” or “not met” the age related expectations. Pupils will then be given a ‘scaled score’ as part of the SAT’s tests. It has been left up to each individual school to decide upon and implement an assessment system so that pupils can be judged against age-related expectations (A.R.E.’s).

Why the change from ‘levels’? The DFE believed that the majority of parents did not understand the system of levels and also that levels were ‘arbitrary’. From September 2014 an updated National Curriculum (NC) has been implemented within schools. Changes to the content of the curriculum meant that the existing ‘levels’ would no longer be accurate in measuring pupils skills and abilities. The new curriculum is now focused on pupils achieving “Age Related Expectations” (ARE’s) and being ready for the next stage of learning. To measure this new systems would need to be used.

How are we assessing now? Pupils in EYFS will continue to be assessed using the EYFS profile and the new ‘Baseline’ assessments will be administered. All year groups in school are using an assessment system called “Assertive Mentoring”. Since early October 2014 we have been introducing this system into school to support the formative and summative assessments of pupils in school. * We introduced ‘Maths’ first, followed by ‘Writing’, then ‘Reading’. In the future we will be introducing ‘Science’ and ‘Attitudes & Behaviours’.

Why Assertive Mentoring? Research: ‘ There is no evidence that increasing the amount of testing will enhance learning. Instead the focus needs to be on helping teachers use assessment, as part of teaching and learning, in ways that will raise pupils’ achievement.’ (Assessment Reform Group) Extensive international research ( William and Black – ‘Inside the Black Box ’) identified the key factors that improve learning through assessment. Briefly, children learnt best when:  they understand clearly what they are trying to learn, and what is expected of them  they are given feedback about the quality of their work and how to make it better  they are given advice about how to go about making improvements  they are fully involved in deciding what needs to be done next

How to help and support your child? Home Reading – We expect all pupils to undertake minutes of reading at home on most days of the week. We also ask that an adult listens to this reading and records it in the reading diaries. Written Homework – Classes will continue to expect pupils to complete written homework each week. Project Work – All pupils in KS1 and KS2 classes will from time to time have ongoing project work that needs to be completed. Project work is ideal for visits to the local library and for undertaking research using the internet. Homework is about supporting and reinforcing learning. It is not extra work for the sake of extra work. All homework should be completed each week unless there is a very good reason for not doing so.

Next Steps with Assessment Classes will continue to use the fortnightly quizzes for maths and grammar Half-termly summative assessments for maths, writing, grammar, science and reading Teachers review ‘gap-analysis’ to focus on areas for future teaching 1 to 1 mentoring support meetings for pupils were introduced in summer These are now ongoing each term providing an excellent way for pupils to be actively part of the learning process in combination with their teacher.