Assessment Without Levels

Standards and Learning Effectiveness Service

Claire Roberts

Standards & Learning Manager

Bill Roddick

Standards & Learning Manager

Friday 20 June 2014

Objectives

• To review the national picture– what we know– what we don’t know yet– what is emerging

• To consider next steps– for individual schools– together in partnership

Background• June 2013 “Assessing without levels” (DfE)• Levels removed and not replaced• Not prescribing a single approach to assessment • Schools introduce own approaches to formative

assessment• Assessment framework built into school curriculum, schools

can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage and so that they can report regularly to parents

• Ofsted informed by tracking data system schools choose• Schools free to devise own curriculum and assessment

system, the DfE will provide examples of good practice

Background• December 2013: DfE launched Assessment Innovation

Fund to collect and promote examples of innovative approaches to assessment

• February 2014: NAHT published “Report of the NAHT Commission on assessment”

• March 2014: DfE published “Reforming assessment and accountability for primary schools”

• March2014: STA published National Curriculum test frameworks

• May 2014: nine selected Assessment Innovation Fund schools and organisations announced. Their approaches will be made freely available

What we know• There will be a mix of old and new in most schools

• Current years 1 and 5 can continue to be assessed as previously

• EYFS no longer compulsory

• P-Scales remain

• Progress will be informed by scaled scores at the following points:– Reception Baseline– Key Stage 1– Key Stage 2

• Performance descriptors

• “Report of the NAHT Commission on assessment” provides an evaluation checklist and notes for schools seeking to develop or acquire an assessment system

What we don’t know yet

• Exactly how school assessment systems will work from Sept 2014 for most year groups

• Exactly how progress will be tracked

• Exactly how this will impact ongoing summative and formative assessment practice

What is emerging

• Continued emphasis on formative assessment

• Assessment criteria – an opportunity for greater simplicity

Example: Level 4 writer

• Accurately-punctuated sentences

• Some variety in sentences

• Starting to use paragraphs appropriately

• Consistent and accurate tense

• Writing broadly suits its purpose

One example – Year 6

Teacher’s Pet

http://displays.tpet.co.uk/#/ViewResource/

id1446

Y2

Y3

Y4

Y5

Y6

Y1

YR

End of key stages

Measuring progress?

At Expected

At Expected

At Expected

Above

Below

Below

Below

Above

Above

Year 2 or Year 6

100

Next steps

• Individual school decisions

• Working together in partnership

Questions

What are the key issues that still need to be addressed and resolved?