The Department for education announced yesterday that it is introducing a baseline assessment in reception year. From 2016, the reception baseline assessment will be the only measure used to assess the progress of children who enter reception year.
The Department for Education’s consultation on the draft Performance Descriptors ends on 18 December 2014. The consultation has been open since October and the results will be published in February 2015. The final descriptors will be published in the autumn.
The Department for Education are pursuing feedback on the ‘practical use and implementation of statutory teacher assessment performance descriptors at the end of key stages 1 and 2 for the academic year 2015/2016’.
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.
The Key stage 2 science sampling test framework was released in draft format in March.
It confirmed that statutory key stage 2 science sampling tests will continue in summer 2016.
The DfE have updated their guidance to schools on accountability and funding:
A new package of pupil assessment methods, developed by teachers for teachers, was today (1 May 2014) unveiled by the government.
The new methods, one of which will use in-class apps, will help schools easily and accurately chart pupils’ attainment and progress so they can provide effective, targeted support where it is needed, and will give parents clearer information about their child’s performance and progress.
As part of the 2013 Primary Assessment and Accountability consultation, the DfE consulted on a set of core principles to underpin effective assessment systems within schools. Following feedback from the consultation responses, these principles were further developed by an independent Expert Panel.