On 15th October 2018, the DfE announced the removal of KS2 teacher assessment judgements for English reading and mathematics and revised science teacher assessment frameworks.
Removal of teacher assessment for English reading and mathematics
The DfE state that this change has been made in response to the public consultation on Primary Assessment in 2017, and aims to reduce assessment burdens on schools. Test results in English reading and mathematics will continue to be used in school performance measures.
On 24th May 2018, the DfE released the 2018/2019 Pre-Key Stage 2 standards teacher assessment frameworks.
From the 2018/2019 academic year onwards these pre-key stage standards must be used to make statutory teacher assessment judgements for children working below the national curriculum tests at the end of KS2.
On 29th January 2018, the DfE released updated information for local authorities (LAs) about the process and training for moderators of KS1 and KS2 English writing in 2017/2018.
The standardisation process
The standardisation process is designed to assure schools that LA moderation teams have the required knowledge to moderate KS1 and KS2 English writing assessments, ensuring consistency and accuracy across England. LAs are required to moderate a least 25% of maintained schools and 25% of academies.
On 17th October the DfE published the 2018 statutory guidance for assessments at the end of KS1 and KS2.
Key Changes for 2017 to 2018
Key stage 1
The STA has revised the English teacher assessment frameworks at the end of Key Stage 1. The revised ‘pupil can’ statements are less prescriptive and place greater emphasis on grammar, punctuation and spelling.
The KS1 English grammar, punctuation and spelling tests remain optional from 2018 onwards. Grammar, punctuation and spelling test materials will be available to download from 1st May.
The interim frameworks are to support teachers in making robust and accurate judgements for pupils at the end of key stage 2 in 2017. The interim teacher assessment frameworks are for 2016 to 2017 only. The Department for Education is evaluating options for future years.
Following on from nearly 400 written submissions, and my own appearance last month, the Education Select Committee recently took further evidence from academic experts in assessment and data – and some common trends are arising.
This time, the evidence was from organisations such as Education Datalab, Ofsted, and the assessment experts of Durham and Cambridge Universities. The main strands of discussion focussed again on the impact of accountability – no surprises there – and it seems that the experts agreed with the classroom teachers by and large: it’s the high stakes that can cause the risks.
Becky Allen set out early on her view – as someone who deals with the data all the time – that we are making substantial decisions on what is always going to be rather fragile data in primary assessment. The limitations have long been known to teachers: the snapshot of test, the unreliability of KS1 data as a baseline, the small numbers of pupils. She echoed the point that has been made before that we really shouldn’t be making judgements of schools based on a single year’s data.
As children reach the end of their final year in key stage 2, their school will be reporting to parents their achievements in the National Curriculum assessments. The results from tests and teacher assessment judgements are made against the same framework for all children in the country. However, every school will also have its own school report format which will offer much more information about children’s successes.
Parents should always consider the statutory results in combination with the school’s other feedback. This guide is intended to help explain the results of the national statutory assessments to parents and carers.
We have worked with Deputy Head teacher Micheal Tidd to produce a handy guide to the 2016 key stage 2 national test results for parents and carers. Continue reading →