Assessment approaches developed by teaching schools

In October 2013 the National College for Teaching and Leadership (NCTL) invited teaching schools to bid for small-scale research funding to investigate assessment of the new National Curriculum now that there are no longer levels. A report summarising this research, Beyond Levels: alternative approaches developed by teaching schools, is now available.

34 teaching school alliances took part in the research, which involved 238 schools including 153 primary schools. Three priorities emerged from the research:

  • development of assessment tools to support individual progress
  • development of assessment tools to capture and record progress
  • use of technology to track attainment and progress.

Further details of each of these are provided below. Continue reading →

Assessment and Ofsted inspections from September 2014

In July, Ofsted published an updated version of the School Inspection Handbook. This handbook details the evidence that inspectors should be looking for when carrying out Section 5 inspections.

 

Of particular interest is the new guidance to support inspectors in making judgements during the phased removal of National Curriculum levels. Assessment is mentioned in the ‘Leadership and management’ and ‘Quality of teaching’ sections of the handbook, but it is a key focus of the ‘Achievement of pupils at the school’ section. Below is a summary of the key points and how use of the Rising Stars Assessment Progress Tests will help schools to provide the evidence that inspectors will be seeking.

Download the printable PDF version Continue reading →

Changes to Ofsted inspections from September 14

Ofsted letter to Headteachers

Ofsted has recently written to Headteachers alerting them to changes to inspections that will start from 1 September 2014. This follows publication of the Note for inspectors: use of assessment information in 2014/15.

The key details of relevance to primary schools are:

  • the introduction of a separate graded judgement for the early years;
  • an increased focus on how well school leaders tackle low-level disruption and ensure that pupils’ conduct and attitudes to learning are good;
  • greater attention on whether or not a school’s curriculum is broad and balanced and promotes tolerance of and respect for people of other faiths, cultures and lifestyles;
  • details as to what evidence Ofsted will use given the demise of National Curriculum levels.

The letter also outlines the criteria that will be used for unannounced inspections for 2014/15.

Ofsted and assessment information

The note for inspectors provides details of the assessment evidence that Ofsted will be using in 2014/15 to judge learning and progress recognising that there will be a mixed economy for the next year as schools start to migrate to the new curriculum and assessment arrangements. Specifically:

  • Pupils in Years 2 and 6 will still be taught the old National Curriculum so their attainment and progress will continue to be tracked and measured using levels.
  • For other pupils, apart from those in Year 1, there will be historic data expressed in National Curriculum levels as well as assessment data collected against the new Programmes of Study.
  • Additionally, some schools may choose to move away from the use of levels immediately, others may do so more gradually. In 2014-15 inspectors will recognise that schools are likely to be still developing their preferred new assessment system. Continue reading →

Life at the crossroads

By Ed Walsh,  Lead Consultant for Science with Cornwall Learning and Science Consultant to Rising Stars on the New Curriculum Assessment Science Progress Tests

In some ways being the coordinator of a core subject is like choosing to live by a crossroads – lively, things arriving from all directions, careful management required and highly variable. Teachers need guidance, pupils need inspiration, the SLT needs stories of success and parents and carers want children to succeed.

Continue reading →

Assessment Beyond 2014 – a headteacher’s view

by Michael Dillon, Headteacher of Kew Riverside Primary School in Richmond, London.

On the face of it, the government’s rationale for change [i] is difficult to disagree with:

  • ongoing, teacher-led assessment is a crucial part of effective teaching,
  • schools should have the freedom to decide how to teach their curriculum and how to track the progress that pupils make,
  • both summative teacher assessment and external testing are important,
  • accountability is key to a successful school system, and therefore must be fair and transparent,
  • measures of both progress and attainment are important for understanding school performance, and,
  • a broad range of information should be published to help parents and the wider public know how well schools are performing.

As a Headteacher I would always support high expectations, setting targets, being accountable, having transparency and improving communication with parents. And it goes without saying that I always want to improve teaching and learning – for both teachers and children.

In my opinion, simply removing the National Curriculum levels will not necessarily achieve the desired goals listed above. There is a real danger that we will simply be replacing one arbitrary measure of achievement with another. And more importantly, unless we work together as a profession, valuable resources (time and money) will be wasted on inventing hundreds of different assessment frameworks that will not be valid or reliable.

The main issues I see at the moment are the sheer pace of change and the lack of information and advice available. The idea that Headteachers can introduce a new ‘reliable and valid’ assessment framework that will achieve the above outcomes, ready for September, from a practical perspective, is unachievable. Continue reading →

The new reception baseline assessment

The new reception baseline assessment

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.

Continue reading →

Mathematics assessment and the new National Curriculum

Clarity for parents, but confusion for schools? by Sarah-Anne Fernandes, Educational Consultant on the Rising Stars Assessment Mathematics Progress Tests

As schools grapple with the roll out of the new 2014 mathematics programmes of study for all year groups in the primary phase (except Years 2 and 6, which are exempt until September 2015), another major consideration for teachers is how mathematics will be assessed.

For teachers, arguably one of the most overwhelming challenges facing schools is the removal of levels to describe how a child is performing in mathematics across Years 1 to 6. The government’s biggest motivation for removing levels is based on parents not being able to understand level descriptors clearly and thus not knowing precisely how their child is performing in comparison to age-related expectations and also in relation to their peers. In response to this, the government will establish a standardised score scale system at the end of Key Stage 2 to help parents gain a better understanding of their child’s attainment.

The finer details of what this will actually look like are yet to be determined, but they are expected to be published by the Standards and Testing Agency in line with the new 2016 assessments. What we do know is that this standardised average scale score will be used to decipher if a pupil has met the ‘secondary readiness standard’ and will be one of the key measures that will be made available in the performance tables.

Apart from setting this scaled score at the end of Key Stage 2, the government will not be providing any further guidance or prescription as to how schools should track and assess pupils’ progress across the primary phase. Continue reading →