Is the new standard for writing equivalent to Level 5?

Shareen Mayers reveals why the new writing standard might not be as scary as we had expected …

After much anticipation, the long-awaited writing exemplification materials were published a few weeks ago. For some, the expectation of the materials seemed more like the equivalent of the old Level 5, and many teachers (but not all) were very anxious about this. I am hoping to put you at ease by demonstrating that the new standard might not be as high as Level 5. While the use of punctuation (e.g. semi-colons, brackets, etc) and some sentence structures are clearly Level 5, pupils need to use semi-colons in a list and not for two independent clauses to be at the expected standard. I am pleased about this because teaching the wider usage of semi-colons and expecting all pupils to use this in their writing is a real challenge.

Key issue

Within the writing exemplification collection of work, there are two examples of writing at the expected standard – Morgan and Leigh. The examples from Leigh have caused the most controversy because Leigh is clearly a borderline pupil. Leigh is using some aspects of the ‘greater depth’ standard but has too many gaps to be given that standard. However, Morgan isn’t working at the greater depth standard at all but is still being given exactly the same standard as Leigh. It is like comparing a good school and a good school with outstanding features – both are still ‘good’ schools. Continue reading →

Useful links

Useful links and websites for assessment information and support:

Department for Education
Schools Week
The Key

Useful documents:

The Commission on Assessment Without Levels Report

Exemplification materials from the DfE:

Blogs about primary assessment:

Micheal Tidd’s Ramblings of  Teacher 

Peter Richardson

Interim frameworks for teacher assessment at the end of key stage 1 and 2: now published

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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.

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Performance Descriptors – what they will mean for me and my school

Thank you to Michael Dillon, Head Teacher at Kew Riverside Primary School for this guest post

I recently attended our Local Authority’s (Richmond & Kingston) annual Assessment and Learning Conference, which is always well organised and extremely informative.  Throughout the day there were several excellent speakers and presentations, including South Farnham School[1], the Institute of Education and the assessment consultant and writer Shirley Clarke[2].

However, what was particularly interesting this year, was the presentation by the Standards & Teaching Agency of the draft Performance Descriptors for Key Stage 1 and 2 teacher assessment.  I know that all my colleagues found the information really useful, especially as it was coming directly from the STA.

As you are no doubt are aware these have recently been published and are open for consultation until 18th December 2014.  These will eventually become the new indicators by which performance will be measured for Y2 and Y6.

So what does this mean in practical terms for us in school?  Well, I will be spending the rest of the academic year reviewing our whole school assessment policy.

I know the Performance Descriptors are still in consultation, but we will start with using our next INSET day (January 2015) to read them in more detail and take the opportunity to review them against our curriculum, particularly for Y2 and Y6.  We will also discuss different options available to describe performance.  Finally, and to be honest, most importantly, we will begin to review our assessment culture, assessment principles and what is actually happening in the classroom (our procedures).  Our initial focus will be the quality of the marking in children’s books, including evidence of peer and self assessment. Continue reading →

Statutory teacher assessment requirements from 2016

As well as stressing the importance of ongoing formative and summative teacher assessment, the DfE Reforming assessment and accountability for primary schools document also provides details of the statutory National Curriculum teacher assessments that will take place from summer 2016.

Key Stage 1

The subjects for which there will be statutory teachers assessment at Key Stage 1 are shown in the table below.

Subject Additional information
Reading TA informed by test scores
Writing TA informed by test score for GPS
Speaking and listening
Grammar, punctuation and spelling
Mathematics TA informed by test scores
Science

This is similar to current requirements but with the addition of teacher assessment of grammar, punctuation and spelling. Instead of a National Curriculum level, teachers will report teacher assessment results by deciding which new performance descriptor each pupil best meets.

Continue reading →