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Primary Assessment Updates April 2014

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1 Primary Assessment Updates April 2014

2 Statement from DfE, June 2013
As part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed.  It will not be replaced. We believe this system is complicated and difficult to understand, especially for parents. It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do. Prescribing a single detailed approach to assessment does not fit with the curriculum freedoms we are giving schools.  nationalcurriculum2014/a /assessing-without-levels (June 2013) “difficult to understand” – really? Compare what is coming in at KS2 2016! “focus on the pupil’s level” – an effect of high-stakes accountability, rather than the fault of ‘levels’! And accountability is here to stay

3 What do we know so far? KS1 and KS2 assessment 2014 and 2015 – still using levels (assessment based on current NC) Slight changes to KS2 tests (reading and maths papers) KS1 assessment unchanged 2016 – new tests for the new curriculum (standardised scores rather than levels) KS2 writing remains a teacher assessment KS1 remains as teacher assessment informed by tests (including a new Grammar test) KS2 reading – 3 pieces of text in ascending order of difficulty; children have 1 hour for reading and answering questions, rather than split 15 mins reading/45 minute questions KS2 maths – no calculators allowed in L3-5 tests

4 2016 Assessment in more detail
DfE document: Reception baseline assessment from Sept 2016 (or 2015) - schools can choose a commercially provided assessment – or choose not to use one at all! EYFS Profile no longer statutory KS1 still teacher assessment informed by tests (externally set but internally marked) KS2 tests for reading, maths, grammar. Teacher assessment for writing and science. Progress (2023) measured from Reception to KS2 for an all-through primary – not from KS1 (except for a Junior school!) From 2023, if you haven’t administered Reception baseline (2016) you will only have attainment data (2022, progress from either Reception or KS1, whichever is better.) Floor standard – you will be above floor if either pupils make “sufficient progress” (whatever that is) in all 3 of reading, writing and maths or 85% meet the expected attainment standard (based on standardised score) The idea of ‘deciles’ has been dropped, but the basic concept of a standardised score for each pupil is retained Writing will be a teacher assessment – therefore we need some ‘performance descriptors’ (like levels?) which will be produced for Years 2 and 6. The KS1 descriptor will be available this autumn – it doesn’t say when the KS2 one will be available.

5 New test specifications – KS1
KS1 maths – paper 1 (arithmetic); paper 2 (mathematical fluency, problem-solving and reasoning) KS1 reading – 2 papers, second one harder than first. Teachers use judgement when to withdraw child from test. Majority of marks on comprehension, up to 30% on inference, a few on language for effect KS1 GAPS – paper 1 (short written task – focus on grammar and punc.); paper 2 (questions on grammar, punc. and vocab.); paper 3 (spelling) For more detail on the domains covered by the tests, see the link

6 New test specifications – KS2
KS2 maths – paper 1 (arithmetic); papers 2 & 3 (mathematical fluency, problem-solving and reasoning) KS2 reading – 1 paper % on comprehension, % on inference, 10-25% on language for effect, up to 10% on themes and conventions KS2 GAPS – paper 1 (questions on grammar and punc.); paper 2 (spelling) For more detail on the domains covered by the tests, see the link

7 What about in-between the Key Stage assessment points?
No national system No levels Schools have the freedom to develop their own approach to assessing progress However Ofsted will still need to see robust evidence that pupils are making good progress in learning

8 So why remove levels? Good Practice:
A very broad tool, to be used periodically as a check on standards Detailed level descriptions useful to help teachers consider gaps in pupils’ learning and plan next steps Less good practice: Levelling every single piece of work Labelling children (“I’m a 3c”) Using level descriptors as children’s targets or as success criteria Differentiating lessons according to fixed pupil groups, based on their levels Levels have over the years been used in a variety of ways – some good, some less so

9 What do we believe about good practice assessment?
On the left – assessment = formal, working alone, unsupported, separate to the learning On the right – assessment = informal, collaborative, supported (adult interaction), integral to the learning An opportunity for us to question our current practice – are we doing too much of the left picture and not enough of the right? Assessment = an evaluation of what children have learnt at a given point in time Assessment = an ongoing process which is integral to teaching and learning

10 Good quality assessment
Rich open-ended tasks No ceilings Investigation, problem-solving, choice Group work, dialogue Integral to teaching and learning The principles of good assessment have not changed. Stick with what you believe in.

11 10 Principles of Good Assessment (ARG)
Formative Assessment should: be sensitive and constructive foster learners’ motivation promote understanding of learning goals and criteria be part of effective planning develop learners’ capacity for self assessment help learners know how to improve recognise all educational achievement be central to classroom practice be a key professional skill for teachers focus on how students learn

12 Challenges Summative assessment undermines the benefits of formative assessment Tracking of pupil progress may be required for accountability – but don’t over-do it (termly is enough!) Be clear about purpose – for the school or for the learners?

13 An Opportunity Revitalise assessment practice in your schools
What is working? What needs changing? Good quality formative assessment, true to the 10 principles Freedom to develop approaches that are right for your pupils HfL are here to help and are developing tools to support you

14 “Life after Levels” – HFL developments
The Big Picture of the work we are doing – at the moment the main focus is on the second column (development of criteria, which will be linked to our electronic tracking)

15 Coming soon… Herts for Learning are developing a comprehensive suite of materials to support schools, including: Guidance on the new National Curriculum, including planning documents Development of detailed assessment criteria for all core subjects An electronic tracking system, built onto SIMS Assessment Manager 7 – precise details of this will be released early in the Summer term

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