Following publication of their delayed response to the primary assessment and accountability consultation in March, the DfE have now published a set of core assessment principles to help schools prepare to implement new assessment arrangements for tracking pupil progress against the new National Curriculum. The document reminds schools that there will be no national system for doing this, but that schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress so that they can keep parents informed, enable governors to make judgements about the school’s effectiveness and also to inform inspections by Ofsted.
The document states that ‘effective assessment systems’ should:
- give reliable information to parents about how their child, and their child’s school, is performing
- help drive improvement for pupils and teachers, and
- make sure the school is keeping up with external best practice and innovation.
These three principles are then broken down further.
Sue Walton, assessment consultant and part of the Rising Stars Assessment advisory team has examined these carefully and tried to unpick and explain the implications of them for schools (see the comments in italics below).
Note that ‘assessment system’ is not defined. Given what follows, it appears to refer to a school’s complete assessment regime.
- Reliable information for parents
This is broken down into four principles:
- a) Allow meaningful tracking of pupils towards end of key stage expectations in the new curriculum, including regular feedback to parents.
‘Meaningful’ is not defined but it implies regular assessments are being made and that schools are tracking how pupils are progressing against the Programme of Study for both their year group and the Key Stage. Continue reading →