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:
Interim frameworks for teacher assessment at the end of key stage 1 and 2: now published
Following the removal of teacher assessment levels, statutory interim frameworks have been developed to support teachers in making robust and accurate judgements for pupils at the end of key stage 1 and 2 in 2016.
The government has announced the members of the new teacher-led comission.
Speaking at an event hosted by think tank Reform, school reform minister Nick Gibb said assessment using levels was misleading to parents and failed to ensure children acquired a good grasp of the basics.
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’.
The DfE have updated their guidance to schools on accountability and funding:
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.