What s New in Assessment (Primary)

Transcription

1 What s New in Assessment (Primary) Ben Fuller Lead Assessment Adviser Herts for Learning Ltd.

2 Overview The removal of levels (KS1-2) Statutory assessment KS1 and KS2 Other statutory assessments Ongoing assessment and tracking pupil progress

3 Statement from DfE As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed. It will not be replaced. We believe this system is complicated and difficult to understand, especially for parents. It also encourages teachers to focus on a pupil s current level, rather than consider more broadly what the pupil can actually do. Prescribing a single detailed approach to assessment does not fit with the curriculum freedoms we are giving schools. nationalcurriculum2014/a /assessing-without-levels (June 2013)

4 Reasons for abolishing levels Good Practice: A very broad tool, to be used periodically as a check on standards Detailed level descriptions ( APP ) useful to help teachers consider gaps in pupils learning and plan next steps Less good practice: Levelling every single piece of work Labelling children ( I m a 3c ) Using level descriptors as children s targets or as success criteria Differentiating lessons according to fixed pupil groups, based on their levels

5 However Accountability at the ends of the Key Stages is still as high-stakes as ever Schools still need to be able to demonstrate and monitor attainment and progress Ofsted still expect to see evidence of attainment and progress Evidence likely to include a lot more use of pupils books and less data scrutiny Data still useful for analysing closing gaps etc

6 Principles for designing a new assessment system Too much focus on summative assessment undermines the benefits of formative assessment (Black & Wiliam) Need to promote more discussion on progress based on qualitative evidence (book scrutiny, lesson observation) thinking about specific chunks of learning, rather than broad levels

7 Holding schools to account National tests for pupils at the end of Y2 and Y6 Instead of levels, scaled scores Teacher assessments at the end of Y2 and Y6 Instead of levels, new categories of pupil performance Attainment and progress are both still very important measures

8 KS2 Scaled scores (test outcomes) Raw scores from the tests (reading, maths and grammar/punctuation/spelling) are converted to a scale as follows: 80 (minimum) 100 (Expected Standard) 110 (High Standard) 120 (maximum) Some pupils will have been working below the level of the test and have a teacher assessment only.

9 Statutory Teacher Assessment Interim Teacher Assessment Frameworks (KS1 and KS2) produced by the Standards & Testing Agency KS1 Reading, Writing and Maths KS2 Writing KS1 Science Working towards the expected standard Working at the expected standard Working at greater depth within the expected standard KS2 Reading, Maths and Science Working at the expected standard

10 Other statutory assessments End of Reception Early Years Foundation Stage Profile (remains until 2018) End of Year 1 Phonics Screening Check Children retake this in Year 2 if did not reach standard in Year 1 (likely from 2019) End of KS2 multiplication tables test

11 Tracking pupils progress the HfL approach Expectations of learning divided into key phases: Phase A = based on the new expectations for children in Years 1-2 Phase B = based on the new expectations for children in Years 3-4 Phase C = based on the new expectations for children in Years 5-6 Steps of progress within each phase (linked to detailed criteria produced by HFL) expectation of 3 steps of progress across the year EYFS or P-levels can be used for children working below Phase A

12 Summative assessment where are the children in terms of the big picture of their learning? NB the step with the border (C5 in Y6) represents working securely within ARE. The previous step (C4) represents broadly ARE.

13 An opportunity! This is an opportunity for every school to reflect on what it believes about: a rich, broad and balanced curriculum learning culture and ethos what good assessment looks like the appropriate balance between formative and summative assessment practices and to take control and do only those things that you believe are right for children (unless something is statutory).

14 What do we believe to be good practice in assessment? Assessment = an evaluation of what children have learnt at a given point in time Assessment = an ongoing process which is integral to teaching and learning

15 Good quality assessment Assessment opportunities that are integral to the teaching and learning Rich open-ended tasks accessible at a range of skill levels No ceilings on attainment Investigation, problem-solving, pupils making choices Collaborative work, dialogue Motivating and engaging The principles of good assessment have not changed. Stick with what you believe in.

16 10 Principles of Good Assessment (ARG) Formative Assessment should: be sensitive and constructive foster learners motivation promote understanding of learning goals and criteria be part of effective planning develop learners capacity for self assessment help learners know how to improve recognise all educational achievement be central to classroom practice be a key professional skill for teachers focus on how students learn

17 I hope you have found this presentation useful! Follow Herts Assessment on Read our blogs at Ben Fuller Lead Assessment Adviser, HfL