The Department for Education has published the results of a study that compares the three reception baseline assessments used by schools this academic year. The study concludes that the 3 different assessments are not sufficiently comparable and therefore cannot be used as a starting point from which to measure pupils’ progress.
It has certainly been a couple of years of unprecedented change in primary school assessment, and the internet has been alive with debates and questions raised from the recent announcements by the Department for Education.
This month, the Standards and Testing Agency published the Rochford Review, a report which serves to provides guidance to schools about how to report statutory assessment outcomes for pupils working below the standard of the national curriculum tests at key stages 1 and 2.
The DfE this week praised English primary schools for the continued progress of children. The performance tables, published on 10th December, indicate that 90,000 more children are leaving primary school with a ‘good grounding’ in the essential subjects compared to results in 2010.
Over on his blog, deputy head Michael Tidd has conveniently summarised the DfE’s latest instalment of information on statutory moderation requirements for 2016. It includes the new earlier dates that Teacher Assessment judgements must be submitted:
On 29th June, the Department for Education published the final key stage 1 and 2 national curriculum test frameworks and sample papers for 2016, which will be used primarily by test developers and the Standards and Testing Agency throughout the test development process.
Ofsted have released details in its Note for inspectors: use of assessment information during inspections in 2014/15 of how inspections will take account of the removal of National Curriculum levels. The note details the following:
A new Reception baseline assessment is being introduced from September 2015. It is intended to help assess school effectiveness by providing a score for each pupil at the start of Reception. This score will then be used as the basis for an accountability measure of the relative progress of a cohort of pupils through primary school.