Assessment Information Evening

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Presentation transcript:

Assessment Information Evening March 2015

Curriculum 2014 – why? 26th in the International PISA tests Primary not adequately preparing for Secondary

Assessing without Levels – why? Over complicated Too focused on moving upwards – not enough depth or ‘mastery’ Not challenging enough Low attainment hidden behind ‘progress’

Assessing without Levels – how? External testing: Baseline on entry to Reception Year One Phonics Screening Year Two & Six tests in: Reading, Grammar, Punctuation and Spelling Mathematics Writing tested in Year Two, teacher assessed in Year Six Science sampling at Year Six, teacher assessed at Year Two

Assessing without Levels – how? Internal testing and assessment: Termly tests in: Reading Grammar, Punctuation and Spelling Mathematics Writing Teacher assessment for all other subjects

How will this be measured and reported? Each school to develop own systems Moderation between schools for consistency ‘At’, ‘above’, ‘below’ end of year expectations

Twiss Green’s system: 1 2 3 4 5 6 7 8 9 <25% 25-50% 50-75% 75-100% below working towards at mastering exceptional 1 2 3 4 5 6 7 8 9 <25% 25-50% 50-75% 75-100% 100% 100 + 25% 100 + 50% 100 + 75%

Tracking pupils: By Christmas: 1 2 3 4 5 6 7 8 9 <25% 25-50% 50-75% below working towards at mastering exceptional 1 2 3 4 5 6 7 8 9 <25% 25-50% 50-75% 75-100% 100% 100 + 25% 100 + 50% 100 + 75% Child A Child B Child C Child D

Tracking pupils: By Easter: 1 2 3 4 5 6 7 8 9 <25% 25-50% 50-75% below working towards at mastering exceptional 1 2 3 4 5 6 7 8 9 <25% 25-50% 50-75% 75-100% 100% 100 + 25% 100 + 50% 100 + 75% Child A Child B Child C Child D

Tracking pupils: By End of Year: 1 2 3 4 5 6 7 8 9 <25% 25-50% below working towards at mastering exceptional 1 2 3 4 5 6 7 8 9 <25% 25-50% 50-75% 75-100% 100% 100 + 25% 100 + 50% 100 + 75% Child A Child B Child C Child D

Have we addressed the issues? below working towards at mastering exceptional 1 2 3 4 5 6 7 8 9 <25% 25-50% 50-75% 75-100% 100% 100 + 25% 100 + 50% 100 + 75% Have we addressed the issues? Over complicated Too focused on moving up – not enough depth Low attainment hidden behind ‘progress’

What does this mean for your child? More challenging level of understanding in each year Old curriculum New curriculum below significantly below at above Significantly above

Tim Oates explains ‘Assessment without Levels’

Questions?

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