Assessment and the new Ofsted framework

On 14th May, the DfE published the new Ofsted framework which will apply from September 2019.  This framework sets out Ofsted’s inspection principles and summarises the main judgements that inspectors make.

 

Summary of how the new framework will affect assessment

School’s use of assessment

  • To avoid the misuse or overuse of assessments, inspectors will evaluate how assessment is used in the school to support the teaching of the curriculum but not substantially increase teachers’ workloads.
  • Inspectors will look at whether schools’ collections of attainment or progress data are proportionate , represent an efficient use of school resources, and are sustainable for staff.
  • Schools using more than two or three data collection points a year should have clear reasoning for what interpretations and actions are informed by the frequency of collection.
  • If a school’s assessment system for data collection is disproportionate, ineffective or unsustainable for staff, inspectors will reflect this in their reporting.

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Realising the potential of technology in education

On 4th April 2019, the DfE published a new strategy to develop and embed technology within schools.  In the document, Damian Hinds, Secretary of State for Education, stated:

“I believe technology can be an effective tool to help reduce teacher workload, increase efficiencies, engage students and communities, and provide tools to support excellent teaching and raise student attainment.” – Damian Hinds, Secretary of State for Education

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Multiplication tables check: administration guidance

On 1st April 2019, the DfE published administration guidance for the multiplication tables check for schools participating in the 2019 national voluntary pilot.

The guidance includes details on:

  • how to use the multiplication tables check system
  • how to administer the multiplication tables check
  • how to use pupil access and other check arrangements

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NTS Assessments, PiRA and PUMA: What are the differences?

NTS, PiRA, PUMA, GAPS

After talking and listening to teachers, like you, about how we can help to make your life a little easier whilst providing insightful performance and progress data and familiarising pupils with the SATs, we are very pleased to launch NTS Assessments: our brand new termly, standardised, National Test-style progress tests for Years 1 to 6. As excitement builds for NTS Assessments (National Test-style Standardised Assessments), many of you are asking about the differences between these new papers and our popular existing standardised tests: PiRA and PUMA. We’ve written this article to help answer your questions. Continue reading →

Our new partnership with Groupcall Analytics makes GAPS, PiRA and PUMA data integration easier than ever before

Our new partnership with Groupcall Analytics

We are pleased to announce our new partnership with Groupcall Analytics, which will benefit GAPS, PiRA and PUMA customers using MARK, our free online assessment and reporting tool. This partnership with Groupcall Analytics will provide our customers with a time-saving solution for MIS data integration, providing increased options for enhanced data analysis.

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KS2 Assessment and Reporting Arrangements

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.

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How we use light-touch, formative assessment throughout the year

Thanks to Ruth Duckworth, Year 6 teacher, for the following article.

The most effective teachers not only refine starting points, but also make regular adjustments to planning during the learning journey.

As the new term starts and classroom timetables settle down to ‘real’ lessons, it is easy to roll with the planning as it is – especially if you’re teaching in the same year group as last year. It’s comfortable to start with the same topics, for example reading and exploring a novel you’re familiar with, often teaching virtually the same lessons all over again.

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2018 National curriculum assessments at KS2

On 4th September 2018, the DfE published provisional attainment statistics for the 2018 KS2 national curriculum assessments.

Summary of the 2018 KS2 national curriculum assessments:

  • This year, 64% of pupils reached the expected standard in reading, writing and maths, compared to 61% in 2017.
  • Attainment at the expected standard has increased across all subjects.
    • 75% of pupils reached the expected standard in reading.
    • 76% of pupils reached the expected standard in maths.
    • 78% of pupils reached the expected standard in grammar, punctuation and spelling. Continue reading →

Ofsted’s Chief Inspector, Amanda Spielman, talks about the curriculum and the relationship between Ofsted and data

Ofsted’s Chief Inspector, Amanda Spielman, delivered an insightful speech at the Wellington Festival of Education. So, we’ve picked out a handful of key points (particularly about the curriculum and the relationship between Ofsted and data) that we think you’ll find interesting ahead of next year…

 

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3 ways to reduce unnecessary workload with standardised tests

Katie_Blainey_standardised_reduce_workloadPublishing Director, Katie Blainey, explores unnecessary workload and how using standardised tests can save you heaps of valuable time!

It may sound unintuitive that an increase in testing can ultimately reduce workload for teachers and increase pupils’ learning, but it is worth considering. Increasingly, primary schools, secondary schools and MATs are adopting standardised tests across the school to support informed teaching and save time. Here are just 3 reasons why…

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