making it assessment better: life after levels & …...see: the common inspection framework...

Making IT Assessment Better: Life After

Levels & the Effective Assessment of

Computing

Reclaiming Assessment

1NAACE Education Technology Conference, Leicester 2016 Making IT Assessment Better: Reclaiming Assessment Mick Walker

2

• general issues around assessment without levels

• impact of the changes and challenges – and the opportunity

• a proposed curriculum and assessment framework - applicable to all subjects

• a developing Naace response

Outline

NAACE Education Technology Conference, Leicester 2016 Making IT Assessment Better: Reclaiming Assessment Mick Walker

3

A revised National Curriculum that is more than a shift in content…

• Fewer things in greater depth

• Reflects the curricula in the most successful jurisdictions in the world

• Clearer sequencing of content

• Focus on ‘mastery’ - every child in a given year group understands fully each of the concepts expressed in the

curriculum before moving on

One Attainment target

By the end of each key stage, pupils are expected to know, apply and understand the matters,

skills and processes specified in the relevant programmes of study.

Assessment

• New more demanding assessments and revised accountability measures – attainment & progress

• Baseline assessment, scaled scoring and interim teacher assessment frameworks

• No more attainment levels

Key changes to the National Curriculum, qualifications, accountability measures and Ofsted

inspections:

Summary of reforms – Key Stage 1 and 2


4

Key changes to the National Curriculum, qualifications, accountability measures and Ofsted inspections:

Summary of reforms – Key Stage 4

Reformed GCSEs*

will be more demanding

have been designed for a two-year period of study

will be linear, so students will take all of their exams at the end of the course

non-exam assessment will be removed or reduced in the majority of GCSEs

will have a new grading scale from 9 to 1

Reformed AS and A levels*

will have new content with greater input from universities

will be linear, with AS assessments typically taking place after one year of study and A levels after two

will keep the A* to E grading scale (A to E for AS level)

AS results will no longer count towards an A level

degree of non-exam assessment will reflect balance and nature of new subject content

performance standards stay the same

*Source Ofqual. Ofqual 'postcards' launched to help students, teachers and parents understand reforms to GCSEs, AS and A levels.14th September 2015


5

Primary

Attainment standard

Schools will be above the floor if pupils make sufficient progress across all of reading, writing and

mathematics or if more than 65% of them achieve the national standard in reading, writing and mathematics.

Progress standard

Sufficient progress will be calculated using as a value-added measure from KS1 to KS2. The precise level of

‘sufficient progress’ will not be set until the first new KS2 tests are sat in summer 2016.

Secondary

Progress 8

A school will be below the floor standard if their Progress 8 score is below - 0.5, unless the confidence

interval suggests that the school’s underlying performance may not be below average.

http://www.education.gov.uk/schools/performance/fs_14/index.html

Accountability - Floor standards 2016


http://www.education.gov.uk/schools/performance/fs_14/index.html

6

There will be further consideration of the arrangements for measuring the progress of pupils in infant or first schools from their starting point in the reception baseline.

(There are 1,332 infant schools.)

Source: https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2015

Question: How will infant schools be measured with regard to progress and attainment and how will it be quality assured?

‘From 2016, primary schools will be given a value-added score that will be a fairer way of measuring progress as it will compare pupils against those with similar starting points nationally and progress of all pupils will count towards the school’s score, whether high, middle or low attainers. Initially, progress will be calculated from KS1 to KS2, and so will not include infant schools. Infant schools will continue to be held to account for pupil attainment through school inspection.’

Source. Letter from STA 24th August 2015

Accountability - Floor standards – infant or first schools


7

Accountability from 2016 – Coasting primary schools

Hundreds of ‘coasting’ schools to be transformed - DfE press release 30 June 2015 (Education and Adoption Bill)

• Schools eligible for intervention will be those which fall below a new ‘coasting’ level for 3 years.

• To be deemed coasting, a primary school must fall below the coasting level for all three of the years 2014, 2015 and 2016. The

draft regulations will apply for the first time in 2016.

• At primary level, the definition will apply to those schools who have seen fewer than 85% of children achieving an acceptable

secondary-ready standard in reading, writing and maths over the course of 3 years, and who have seen insufficient pupil

progress.

• For 2014 and 2015 a school will fall below the coasting level if fewer than 85% of its pupils achieve level 4 or above in reading,

writing and mathematics and below the median percentage of pupils make expected progress.

• We propose a school will fall below the coasting standard in 2016 where fewer than 85% of pupils achieve the expected

standard across reading, writing and mathematics and pupils do not make sufficient progress. The same progress measure will

be used in both the floor and the coasting criteria, but a higher progress bar will be set for the coasting criteria.

• We will announce the exact levels of progress for both the floor and the coasting criteria once tests have been taken in 2016.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/448151/Draft_coasting_regulations_-_explanatory_statement.pdf

The Education and Adoption Bill has completed passage through Parliament 23rd February 2016.

Awaiting Royal Assent



8

Accountability from 2016 – Coasting secondary schools

• Schools eligible for intervention will be those which fall below a new ‘coasting’ level for 3 years.

• For secondary schools, a school will be ‘coasting’ if in 2014 and 2015 fewer than 60% of children achieve 5 A* to C

including English and mathematics and they are below the median level of expected progress and in 2016 they fall

below a level set against the new progress 8 measure

• This level will be set after 2016 results are available to ensure it is set at a suitable level. A school will have to be below

those levels in all 3 years to be defined as ‘coasting’.

• By 2018 the definition of ‘coasting’ will be based entirely on Progress 8 and will not have an attainment.


The Education and Adoption Bill has completed passage through Parliament 23rd February 2016.

Awaiting Royal Assent.

Budget – March 16th 2016: Schools must become academies by 2020 or have official plans to do so by 2022. George

Osborne pledged to "set schools free" from local bureaucracy, so by 2020 all schools must have converted or be in the

process of converting to academy status.

Hundreds of ‘coasting’ schools to be transformed - DfE press release 30 June 2015 (Education and Adoption Bill)



9

The School Information (England) Regulations

Require schools to show:

• in relation to each year group, the content of the curriculum for each academic subject;

• for KS1, names of phonics or reading schemes;

• for KS4, list of courses leading to GCSE qualifications;

• how parents or other members of the public can find out more about the curriculum your school

is following.

‘This information is important for parents so that they know precisely what is

taught and when, enabling them to support their children in their studies. It is also

important information for parents when choosing new schools.’

(A criterion used by Ofsted in selecting schools for inspection without notice.)

Source: Nick Gibb – letter to LAs/Trusts 27th October 2014 expressing concern that schools are not

complying fully with arrangements.


10


A school curriculum…


KS3

ICT

All pupils study ICT at Key Stage 3 where we cover a comprehensive range of topic areas. The ICT curriculum builds on the teaching at Key Stage 2 and covers three main strands:

1. Digital Literacy2. ICT3. Computer Science

Each half term throughout Key Stage 3, students complete a new ICT project covering the three main strands mentioned above. Within these units we have placed an emphasis on developing transferrable ICT knowledge, understanding and skills. During Year 9 many students will start to complete work towards their Btec ICT qualification.

11


A school curriculum…

12

Ofsted & assessment – (HMCI letter to schools July 2014)

Schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress. This will be reinforced by

the revised focus of Ofsted inspections.

Inspectors will:

• spend more time looking at a range of pupil’s work in order to consider what progress they are making;

• talk to leaders about the school’s use of formative and summative assessment and how this improves teaching and

raises achievement;

• evaluate how well pupils are doing against age-related expectations, as set out by the school and the National

Curriculum (where this applies);

• consider how the school uses assessment information;

• evaluate the way the school reports to parents on pupils’ progress and attainment. Inspectors will assess whether

reports help parents to understand how their children are doing in relation to the standards expected.

See: the Common Inspection Framework (CIF), the School Inspection Handbook – September 2015 – and Ofsted Inspections clarification for schools March

2015 (Dispelling the myths about Ofsted’s inspections).


13

Ofsted expectations

Evidence for inspection

Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection

handbook.

Ofsted will take a range of evidence into account when making judgements, including published performance

data, the school’s in-year performance data and work in pupils’ books and folders. However, unnecessary or

extensive collections of marked pupils’ work are not required for inspection.

Ofsted does not expect performance- and pupil-tracking data to be presented in a particular format. Such data

should be provided to inspectors in the format that the school would ordinarily use to track and monitor the

progress of pupils in that school.

Ofsted does not require teachers to undertake additional work or to ask pupils to undertake work specifically for

the inspection.

Ofsted will usually expect to see evidence of the monitoring of teaching and learning and its link to teachers’

performance management and the Teachers’ Standards, but this should be the information that the school uses

routinely and not additional evidence generated for inspection.

Source. Ofsted March 2015 No 140169 – re-stated in the School Inspection Handbook June 2015

Ofsted inspections – clarification for schools


14

• The most effective education systems around the world are those that have high levels of

autonomy along with clear and robust accountability.

(DfE, Secondary School Accountability Consultation, 7th February 2013)

• Within countries where schools are held to account for their results through posting

achievement data publicly, schools that enjoy greater autonomy in resource allocation tend to

do better than those with less autonomy. However, in countries where there are no such

accountability arrangements, the reverse is true.

(OECD PISA results, 2010, Page 105 and PISA in focus, 2011)

• The often repeated finding that school performance tends to be highest where autonomy is

combined with accountability is not supported by the data from PISA 2009. This finding, stated

in the OECD’s own analysis of the same data, turns out not to be statistically significant once

we examine the data separately for public and private schools.

(A re-evaluation of the link between autonomy, accountability and achievement in PISA 2009. Tom Benton. Cambridge Assessment, Research Division.

January 2014)

High levels of accountability work…don’t they?


15

And more to come…primary (!)

Tories in school tests U-turn Tough new tests and assessments for England’s primary school children may be scrapped in a wide-ranging

review after opposition from unions and head teachers in what many will see as a significant government U-turn.

The Sunday Times 1st November 2015But to be really confident that students are

progressing well through primary school, we will be

looking at the assessment of pupils at age seven to

make sure it is as robust and rigorous as it needs to

be.

We’ll be working with headteachers in the coming

months on how we get this right, holding schools to

account and giving them full credit for the progress

they achieve.

Secretary of State for Education - One nation education, Policy

Exchange, 3rd November 2015

Times tables tests - Pupils will expected to know all tables up to 12x12, with the skill measured using an "on-screen

check" examination to be piloted by 3,000 students in 80 schools this summer before being rolled out across English

primaries in 2017. Education secretary Nicky Morgan warned teachers will also be judged by the results of their pupils'

tests. (Reported in national press 3&4th January 2016)

Source: TES, 3rd January 2016


16

And more to come…secondary

Year 7 re-sits

So we’re also delivering on our commitment to introduce new year 7 re-sit tests, to make sure children

who’ve fallen behind in primary school are supported to catch-up at the start of secondary.

EBacc expectation

That’s why in our manifesto we committed to introducing an expectation that every child, who is able,

should study the EBacc. Today we are consulting on how to deliver this, and on better accountability for

schools about the proportion of their students who take this set of core subjects. In time, I want to see

at least 90% of students entering the EBacc.

National Teaching Service (Primary & Secondary)

So today I’m delighted to announce that we will be delivering on yet another of our commitments with

the creation of a National Teaching Service.

A new national programme that will get our best teachers and middle leaders into underperforming

schools in areas where they are needed most.

Source: Secretary of State for Education - one nation education. Policy Exchange, 3rd November 2015


17

And more to come…secondary ?

HMCI Annual Report 2014- 15. December 2015

• There have been some significant improvements over the last few years…Much of this improvement is as a

result of better primary school performance across England.

• Secondary schools are still considerably less likely to be good or outstanding than primary schools and

this is being driven by many more weak secondary schools in the North and Midlands.

• Our report ‘Key Stage 3: the wasted years?’ found that it is these first years of secondary school where too

many pupils fall behind.

• Assessment and progress tracking was not well developed at Key Stage 3. The weakest teaching failed

to build sufficiently on pupils’ prior learning.

• Inspectors found that too many secondary schools did not work effectively with partner primary schools

to understand pupils’ prior learning and ensure that they built on this during Key Stage 3.

• Some secondary leaders simply accepted that pupils would repeat what they had already done in

primary school during the early part of Key Stage 3, particularly in Year 7. This was a particular issue in

mathematics and, to a lesser extent, in English.


18

Impact of the changes and challenges – and the opportunity


19

The impact…

• the curriculum content needs to be detailed and clear;

• for qualifications, linear courses need to carefully planned;

• standards of performance need to be challenging, clearly articulated, universally

understood, and shared; therefore

• progress needs to be understood, articulated and evidenced;

• transition needs more work… see Ofsted, Key Stage 3 – the wasted years? (10th

September 2015).

And…

Trust in the profession needs to be re-established!

• Initial teacher training in assessment needs improvement;

• professional development covering assessment should be targeted.



The challenge…

There are issues surrounding teacher assessment that have to do with potential bias, application of different, sometimes personal, assessment criteria, and differences in the available evidence base when implemented curricula and standards of judgement differ from class to class and school to school.

Sandra Johnson. A focus on teacher assessment reliability in GCSE and GCE, Report for Ofqual 2011

However, inspectors have noted worrying inconsistencies in teacher assessment at the end of Key Stage 1. In infant schools, for example, children are more likely to be assessed as reaching, or exceeding, the standards expected for their age than they are in all-through primary schools. Moreover, uneven moderation by local authorities of the work carried out by schools can lead to poor quality and unreliable assessment. For these reasons, I urge government to consider a return to external assessment at the end of Key Stage 1.

HMCI Annual Report 2012/13

The Commission heard from the majority of those submitting evidence that there was a lack of trust in teacher assessment at the present time. There is a worrying lack of trust in individual teacher-based assessment, which emanates from within the profession itself.

The NAHT Commission on Assessment (February 2014)


A design and technology experience…

Understanding progression

Age

5Age

7

Age 11 Age

16

Age 18

Baseline

assessment

KS1

assessment

KS2

assessment

GCSE

assessment

GCE

assessmentExpected standard

?

?

(L2)

?

(L4b)

?

G5

?

A*

22

© Mick Walker April14


Measuring progress – an HMI D&T model

Graham Hebert & Mick Walker NAHT's assessment framework – emerging practice and implementation 2016

24

3

Red

14

92

Green

EmergingFruit

Beware mad numbers! Meaning must be added - be careful

when comparing two numbers that come from different contexts


25

Beware mad numbers!

But Spinal Tap’s amplifier goes to

11…

Ampeg

Fender

Marshall…

Ou

tsta

nd

ing

ed

uca

tion

thro

ug

h a

we

so

me

tech

no

logy


Mad Numbers - Dead Poets Society (1989)

Determining a poem’s greatness is a relatively simple matter…

‘If the poem's score for perfection is plotted

on the horizontal of a graph and its

importance is plotted on the vertical, then

calculating the total area of the poem

yields the measure of its greatness.’

Understanding Poetry. Dr. J Evans Pritchard, PhD

“Excrement!

We are not laying pipes…rip out the page!”

John Keating – teacher (Robin Williams)

x = Perfection

y =

Im

port

ance

Byron sonnet

Shakespeare sonnet


27

So where’s the opportunity?

Assessment as the pivotal point of teaching

and learning


28

The opportunity

• Making assessment about teaching and learning

• Improved teacher subject knowledge

• Quality assured assessments

• Better skilled teachers with assessment expertise

• Better use and development of robust research

• Trust in the profession…


29

Teaching, learning and assessment

It’s not just about getting the right

assessment tool for the job...


30

• Does the product support the school’s policy on assessment?

• To what extent will the assessment tool support delivery of that policy?

• Is the assessment approach implied by the assessment tool credible?

• Does the tool provide good value?

The Commission on Assessment Without Levels: Evaluating external systems

(July 2015 v September 2015?)

Are teachers equipped to use the tools?

Finding the right solution


31

A viable solution – a proposed curriculum & assessment framework

• that puts the curriculum to the fore;

• that provides a structured focus for assessment;

• provides a curriculum and assessment framework – built on sound practice and robust research;

• places assessment as integral to teaching and learning;

• addresses issues of validity and reliability; and

• most importantly, places children’s learning as paramount.

But it won’t just happen…


Assessment Quality Assurance Plan

An Assessment Quality Assurance plan should present an organisational framework for all assessment activities within the

centre. There is no single way of organising or presenting such a framework, but the information below outlines key areas

that should be considered when designing, developing or evaluating the centre’s assessment practice.

Principles of

assessment

Reporting

Relationship with the

stated curriculum

Common standards

and expectations

Consistency

Staff training and

developmentEvaluation, review &

accreditation

Impact on teaching

and learningLearner

Chartered Institute of Educational Assessors (CIEA)


Content of the

curriculum is taken

from the school’s

curriculum which is

matched to the New

National Curriculum

(NNC)

Any gaps between

the school

curriculum and the

NNC must be filled

The curriculum

content will reflect

the entire year’s

delivery

Term one

The content here is driven by the

topic or theme used to deliver

the curriculum and provide

assessment opportunities

Term two

Again, the content is driven by

the theme used to deliver the

curriculum

Term three


the topic or theme. At the end of

the year, the entire curriculum for

that year will have been covered

Assessment criteria are taken

from the NNC

Key Performance Indicators

(KPIs) describe a group of

individual criteria

Separate KPIs make up the end of year Performance

Standards (PS), that is the expected performance at

the end of the year and against which assessments

are made at the end of the year

An individual pupil’s work can be kept to

exemplify attainment against the KPI

and PS. This can be known as the

exemplification of performance. This

work should be annotated to highlight

the achievement

From individual pupil’s work the school

can create a standards file showing

achievement in all subjects at each level.

This will create a benchmark for

assessment purposes in future years

The standards file can be used as and

when necessary to take part in cross

school moderation activities, when the

standards can be agreed or altered

according to decisions at the

moderation

Term one

KPIs clearly

stated for each

topic or theme

Term two

KPIs clearly

stated for each

topic or theme

Term three

KPIs clearly

stated for each

topic or theme

Establishing a curriculum & assessment framework – NAHT

assessment model


Content of the

curriculum is taken

from the school’s

curriculum which is

matched to the New

National Curriculum

(NNC)

Any gaps between

the school

curriculum and the

NNC must be filled

The curriculum

content will reflect

the entire year’s

delivery

Term one

The content here is driven by the

topic or theme used to deliver

the curriculum and provide

assessment opportunities

Term two


the theme used to deliver the

curriculum

Term three


the topic or theme. At the end of

the year, the entire curriculum for

that year will have been covered

Assessment criteria are taken

from the NNC

Key Performance Indicators

(KPIs) describe a group of

individual criteria

Separate KPIs make up the end of year Performance

Standards (PS), that is the expected performance at

the end of the year and against which assessments

are made at the end of the year

An individual pupil’s work can be kept to

exemplify attainment against the KPI

and PS. This can be known as the

exemplification of performance. This

work should be annotated to highlight

the achievement

From individual pupil’s work the school

can create a standards file showing

achievement in all subjects at each level.

This will create a benchmark for

assessment purposes in future years

The standards file can be used as and

when necessary to take part in cross

school moderation activities, when the

standards can be agreed or altered

according to decisions at the

moderation

Term one

KPIs clearly

stated for each

topic or theme

Term two

KPIs clearly

stated for each

topic or theme

Term three

KPIs clearly

stated for each

topic or theme

Establishing a curriculum & assessment framework – NAHT

assessment model


35

Selecting KPIs – extract from the National Curriculum year 1

programme of study

Reading – word reading (statutory requirements)

Pupils should be taught to:

• apply phonic knowledge and skills as the route to decode words

• respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including,

where applicable, alternative sounds for graphemes

• read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

• read common exception words, noting unusual correspondences between spelling and sound and where these occur in

the word

• read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

• read other words of more than one syllable that contain taught GPCs

• read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted

letter(s)

• read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to

use other strategies to work out words

• re-read these books to build up their fluency and confidence in word reading.


36

Selecting KPIs – extract from the National Curriculum year 1

programme of study

Reading – word reading (statutory requirements)

Pupils should be taught to:

• apply phonic knowledge and skills as the route to decode words

• respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes,

including, where applicable, alternative sounds for graphemes

• read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

• read common exception words, noting unusual correspondences between spelling and sound and where these occur

in the word

• read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

• read other words of more than one syllable that contain taught GPCs

• read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted

letter(s)

• read aloud accurately books that are consistent with their developing phonic knowledge and that do not require

them to use other strategies to work out words

• re-read these books to build up their fluency and confidence in word reading.


37

National and school curriculum - measuring and recording progress across key stages

– NAHT assessment model

Key performance indicators Performance standard

Responds speedily with the correct sound to graphemes

(letters or groups of letters) for all 40+ phonemes,

including, where applicable, alternative sounds for

graphemes.

Reads accurately by blending sounds in unfamiliar words.

Reads common exception words.

Reads aloud accurately books that are consistent with

their developing phonic knowledge and that do not

require them to use other strategies to work out words.

Develops pleasure in reading, motivation to read,

vocabulary and understanding by:

Listening to and discussing a wide range of poems,

stories and non-fiction at a level beyond that at which

they can read independently;

With reference to the KPIs:

By the end of Y1 a child should be able to read all

common graphemes and be able to read unfamiliar words

containing these graphemes, accurately and without

undue hesitation, by sounding them out in books that are

matched closely to the level of word reading knowledge.

A child should be able to read many common words

containing GPCs taught so far, such as shout, hand, stop,

or dream, without needing to blend the sounds out loud

first. Reading of common exception words, such as you,

could, many, or people, should be secure meaning a child

can read them easily and automatically.

A child can read words with suffixes with support to build

on the root words that can be read already.


38

Recording performance using KPIs


39

Standardisation

• Standardisation is the procedure that ensures that all assessors involved in the assessment of pupils’

performances do so accurately and consistently.

• Standardisation establishes a common standard of marking linked to the standard set for the work being

assessed that helps maintain quality of marking.

• Assessments need to be standardised, administered, fixed in their scope and level of difficulty and marked

consistently.

• The procedure is carried out before anyone assesses a piece of work.

• The procedure is managed by someone who is confident in applying the standard. In external summative

tests, this would be carried out by the senior examiner or even electronically.


40

Moderation

• Moderation is the process through which an assessment is monitored within an institution, or across

institutions, to ensure that the assessment is reliable, fair and consistent with required standards

• The moderator takes samples of other assessors’ work during the assessment process and feeds back

to the assessor: accurate, harsh, lenient, inconsistent. This allows for the assessments to be

standardised across a team of assessors.

• Once assessments have been standardised, moderated and agreed internally, representative samples

can be entered into a standards file. This can be used for future reference to help in standardisation

procedures.


41

Using the framework – NAHT exemplification


Using the framework – Naace/FrogEducation exemplification

43

Using the frameworkThe curriculum is key –

- the Intended curriculum

- the Enacted curriculum

- the Assessed curriculum

- the Learned curriculum

(See Tim Oates, Cambridge Assessment)

• Clearly agreed, understood and articulated progress

• Assessment needs to be robust – what, why, when, how, reporting results; and

“Don’t assess everything that moves, just the key concepts”

(Tim Oates)

• KPIs and Performance Standards

• Standardisation, moderation and exemplification of performance standards are essential

• Useful and meaningful reporting

• Challenge it!NAACE Education Technology Conference, Leicester 2016 Making IT Assessment Better: Reclaiming Assessment Mick Walker

44

Support

NAHT Assessment Commission – February 2014

DfE Assessment Principles

NAHT Assessment Framework and exemplification

The Commission on Assessment without Levels (July 2015 – September 2015)

NAHT courses - ‘NAHT's assessment framework: good practice in a world without levels’ see: http://www.naht.org.uk/welcome/naht-events/courses-list/nahts-assessment-framework/

The Chartered Institute of Educational Assessors (CIEA) – Excellence in Assessment (Schools): an

accreditation of the procedures, processes and systems that schools and academies have in place to

manage and implement assessment. As an accreditation process rather than an inspection, the

assessor will act as an enabler, helping to audit what exists already in the school and evolving what is

needed to reach the required standard.

http://ciea.org.uk/training/excellence-assessment-schools/ [email protected]

The Cambridge Approach. Principles for designing, administering and evaluating assessment. Tim Oates. January 2009

Communities of professional practice


http://www.naht.org.uk/welcome/naht-events/courses-list/nahts-assessment-framework/

http://ciea.org.uk/training/excellence-assessment-schools/

mailto:[email protected]

45

FrogProgress

Curriculum Manager (FREE)

Customise the new National Curriculum and NAHT

Assessment Framework KPIs to fit your school's

objectives

Set new KPIs and define what good looks like for the

entire year

Bring all your differently formatted learning objectives

together in one place and one style

Student Tracker

• Know every child’s strengths and weaknesses to make

a real difference

• Support those who need intervention and develop

those on track.

• No more confusing levels, children are either where

they should be or not


47

In conclusion…

There is unprecedented change – and not all bad. The removal of levels has made folk think; but

• don’t re-invent levels - make assessment outcomes meaningful;

• re-visit or determine your school’s principles for the curriculum and assessment framework;

• publish it;

• get the right CPD;

• be measured - don’t rush into ‘glossy’, familiar looking solutions.

• Talk to Tim!

Above all, grab the opportunity - be bold, make assessment integral to teaching and learning - and

work hard to build the status of teacher assessment.


48

Thank you for listening!


making it assessment better: life after levels & …...see: the common inspection framework...

Documents