In September 2019, the Ofsted inspection framework will change, but what does that mean for assessment?
Thanks to John Dabell, trained teacher and former Ofsted inspector, for the following article.
Although work is ongoing, and Ofsted is still preparing for the 2019 changes, there are some signs we can draw on which help shed some light on what the future holds.
Ofsted strategy: 2017-2022
Ofsted reminds us in it 2017-2022 strategy that everything it does is first and foremost to champion the interests of children and students, acting as a ‘force for improvement through intelligent, responsible and focused inspection and regulation.’ It also tells us that it is nimble and adaptable to change and does not have preferred styles of teaching. Continue reading →
Thanks to Ruth Duckworth, Year 6 teacher, for the following article.
The most effective teachers not only refine starting points, but also make regular adjustments to planning during the learning journey.
As the new term starts and classroom timetables settle down to ‘real’ lessons, it is easy to roll with the planning as it is – especially if you’re teaching in the same year group as last year. It’s comfortable to start with the same topics, for example reading and exploring a novel you’re familiar with, often teaching virtually the same lessons all over again.
Thanks to Sarah Minty, Commissioning Editor for SEN at RS Assessment from Hodder Education, for the following article.
Following a government consultation on the Rochford Review, the pre-key stage standards, which have been in place for 2017/2018, are now final, after a review by teachers and other educational experts.
From summer 2019, teachers must use these pre-key stage standards to make statutory assessment judgements at the end of KS1 and KS2, for any pupils who are working below the national curriculum teacher assessment frameworks and above P scale 4. Continue reading →
Ofsted’s Chief Inspector, Amanda Spielman, delivered an insightful speech at the Wellington Festival of Education. So, we’ve picked out a handful of key points (particularly about the curriculum and the relationship between Ofsted and data) that we think you’ll find interesting ahead of next year…
Publishing Director, Katie Blainey, explores unnecessary workload and how using standardised tests can save you heaps of valuable time!
It may sound unintuitive that an increase in testing can ultimately reduce workload for teachers and increase pupils’ learning, but it is worth considering. Increasingly, primary schools, secondary schools and MATs are adopting standardised tests across the school to support informed teaching and save time. Here are just 3 reasons why…
As the Summer term nears its end, our Assessment Publisher, Cerys Hadwin-Owen, takes the time to reflect on how using our Optional Tests this term has helped Primary children and teachers.
Our Optional Tests are written and edited by primary subject experts, many of whom have experience of working directly with the Department for Education on the current National Test papers. They have all been primary classroom teachers themselves, with many still holding teaching and leadership positions in schools across the country.
James Pembroke is back with another blog, and this time he’s talking all about the planned changes to accountability and why this means that standardisation is more important than ever!
For as long as most of us can remember, the progress of pupils in primary schools has been measured from Key Stage 1. Prior to 2016 we had a mixed economy of a levels of progress measure – where making two levels of progress across Key Stage 2 was defined as ‘expected’ – and a value added (VA) measure, in which each pupil’s score at key stage 2 was compared to the national average score of pupils with similar Key Stage 1 prior attainment. This dual approach to measuring progress was confusing because the two measures did not relate to one another. In fact, they were often at odds, and it was entirely feasible for a school to have all pupils make the expected progress of two levels and yet end up with a VA score that was significantly below average. Something had to give.
Attacking a question in this way makes the learning more active and enables children to view assessment as an exciting experience that can help them progress.
Thanks to John Dabell for the following article.
Have you ever tried scrunched up or crumpled assessment before?
This is a tried and tested strategy for self, peer and whole-class assessment and gives children the chance to make their ideas visible in an active and exciting context. It facilitates knowledge and understanding upgrades and helps the class to work as a team of learners.
Crumpled assessment is a very engaging way to get a snapshot of the ideas and explanations children hold and you can use the information to design and provide targeted learning opportunities for conceptual change.
James Pembroke is the founder of the school data company, Sig+, and he’s written this very handy article to help Multi Academy Trusts make sense of their data.
What are the benefits and risks of data collection in MATs?
Due to the nature of MATs, there’s a wide range of expertise that can be utilised to develop effective, common approaches to assessment. Decision makers are more well informed, so they can direct resources to where they’re most needed, and large numbers of pupils mean more reliable, meaningful data. The risk of data collection, though, is that it might lead to a top down, accountability-focused system of assessment that increases workload but doesn’t have much of an impact on learning. So, how can we make sense of all this data, and put it to good use? Continue reading →
Thanks to Ruth Duckworth, Year 6 Teacher/Writing Lead at Christ Church C of E Primary School, for this really insightful piece full of handy hints and tips for transitioning your Year 5s into Year 6.
The Year 6 SATs are over for another year; writing pieces will soon complete the end of Key Stage 2 assessments and many staff will breathe more easily for a few weeks – until ‘data day’ in early July. So, many of you will be thinking about the next cohort to come into Year 6. Continue reading →