From today, (September 1st 2016) primary schools will be able to access and check their own provisional progress data. The Department for Education has also released further information on progress thresholds, writing assessment points and pupils below the standard of the test, which we’ve summarised below.
Thanks to Nick Hart for this helpful summary.
Key stage 2 SATs are over for another year. Individual children’s results have been known for a couple of months now thanks to NCA Tools and consequently we know the percentages of our cohorts that met the expected standard for Year 6. When the DfE publish the school performance tables in December 2016, we’ll know a little more about how we’ve done.
The headline measures of performance remain: attainment, progress and therefore whether or not the floor standard has been met. In addition to the attainment data that we already know, we’ll see the proportion of children that attained the higher standard, which consists of scaled scores of 110+ in reading and maths and a greater depth judgement in writing. The much talked about progress measure (comparing individual children’s progress against the average progress made by children nationally with similar starting points) will arrive too. Our cohort’s average progress will be the overall progress measure for our school. Then, of course, these measures are used to judge whether or not we have met the floor target. With just 53% of pupils nationally attaining the expected standard in reading, writing and maths, and national average scaled scores of 103 for reading and maths, many leaders will be waiting on that progress data… Continue reading →
Colin Watson is the Deputy Director of Assessment Policy and Development at the DfE. Unsurprisingly his presentation at the Education Show this morning was ‘standing room only’ as hundreds of teachers gathered to hear his update on assessment for Primary schools. We thought it would be useful to summarise some of the key themes for those of you who were unable to get to the NEC today.
- Levels are not in line with the freedom intended to come with the new curriculum and the accountability system did not allow for great work to be recognised, therefore levels are not to be used with the new curriculum.
- Formative assessment is vital in classrooms every day but it is the responsibility of schools and not something central government should be involved with.
- New national tests mean a new floor standard has been raised. 85% of children will be expected to achieve a scaled score of 100 by the end of primary school.
- A school will only fall below this floor if pupils make poor progress AND fewer than 85% achieve the expected standard in national KS2 tests.
- The scaled score is yet to be determined and can only be decided using real data from the first set of new tests.
- The new progress measure will be a ‘value-added’ measure rather than an ‘expected level of progress’ measure. Continue reading →