Assessing Without Levels

Sacred Heart Catholic Primary School Hindley Green

Parents’ Workshop– January 2015

Why Change?

� The Government decided to bring in a new ‘rigorous’ curriculum to meet the demands (mainly of industry – children’s future employers) of the 21st Century and to enable our children to find employment.

� Industry believes children from the UK do not perform as well as their peers from Europe and Asia, nor are they well prepared for the demands of working life and as such are loosing out on the ‘top-jobs’.

� Industry claimed that GCSE’s and A Levels were too easy and not challenging enough.

WHAT HAPPENED ?

The Government decided to bring in a new curriculum The Government decided to bring in a new curriculum The Government decided to bring in a new curriculum The Government decided to bring in a new curriculum (Curriculum‘14) which was designed to address this issue (Curriculum‘14) which was designed to address this issue (Curriculum‘14) which was designed to address this issue (Curriculum‘14) which was designed to address this issue ––––curriculum first curriculum first curriculum first curriculum first –––– new assessment procedures second!new assessment procedures second!new assessment procedures second!new assessment procedures second!

September 14 September 14 September 14 September 14 –––– New Curriculum New Curriculum New Curriculum New Curriculum –––– Years 1, 3, 4 and 5 for Core Subjects. Years 1, 3, 4 and 5 for Core Subjects. Years 1, 3, 4 and 5 for Core Subjects. Years 1, 3, 4 and 5 for Core Subjects. ((((YrsYrsYrsYrs 2 and 6 2 and 6 2 and 6 2 and 6 –––– 2016)2016)2016)2016)

September 14 September 14 September 14 September 14 –––– New Curriculum New Curriculum New Curriculum New Curriculum –––– Foundation Subjects Foundation Subjects Foundation Subjects Foundation Subjects ---- Years 1,2,3,4,5 Years 1,2,3,4,5 Years 1,2,3,4,5 Years 1,2,3,4,5 and 6.and 6.and 6.and 6.

December 14 December 14 December 14 December 14 –––– Government released new assessment procedures Government released new assessment procedures Government released new assessment procedures Government released new assessment procedures ––––Basically states:Basically states:Basically states:Basically states:

‘Up to You how you do it but it must show progress and be robust’.‘Up to You how you do it but it must show progress and be robust’.‘Up to You how you do it but it must show progress and be robust’.‘Up to You how you do it but it must show progress and be robust’.

WHAT NEXT ?

�Children in Years 1,3,4 and 5 to be assessed against Year Group Expectations.

� SATs for Y6 to stay – 2016 there will be more changes to papers.

� EYFS – Baseline assessments – test – 2015 ? TBC.

� Phonics Testing –Year 1 to stay.

� Governments Reforms are based on a clear set of principles:

1. On-going , teacher led assessment is a crucial part of effective teaching;

2. Schools should have the freedom to decide how to teach their curriculum and how to track the progress that the pupils make;

3. Both summative teacher assessment and external testing are important;

4. Accountability is key to a successful school system and therefore must be fair and transparent;

5. Measures of both progress and attainment are important for understanding school performance; and

6. A broad range of information should be published to help parents and the wider public know how well schools are performing.

Affect ?

� Spring – Summer Term 2015 – Children in Years 1,3,4 and 5.

� From September 2015 (Autumn Term) – Whole School – Years 1, 2, 3, 4, 5 and 6.

� Reception’s Assessment was reformed in academic year 2012/13.

OPTIONS?

• Initially, it was expected that schools would work on a 3

point scale, similar to EYFS

• Emerging, Expected or Exceeding – However, in EYFS, if

children are Emerging, they have their own set of Criteria

– Development Matters. Likewise, if they are Exceeding,

they are deemed to be working in N.C levels, again with

its own set of Criteria.

• A 3 point plan is not clear enough nor rigorous enough,

nor is it Fair on the children.

Sacred Heart 2015 – Assessments � After discussions and analysing different options, we have

decided to embrace Focus’ 7 point scale of assessment.

� Allows for progress within a Year for all children

� Allows for progress Year to Year or Set Point to Set Point.

� Manageable to use and provides clear information about class and individual standards.

Method 4:

The 7 point system

99

Below Exceed+ExceedMet

90+ % of

objectives

Working

within

age

typical

WWA

75 % of

objectives

Working

within

age

typical

WWB

50 % of

objectives

Working

within

age

typical

WWC

25 % of

objectives

This method is different to the previous 3 as it acknowledges the

process of ‘working within the expectations’ at three levels. This

makes it easier to track progress within a year.

10

Below Exceed+ExceedMetWorking

within

age

typical

WWA

Working

within

age

typical

WWB

Working

within

age

typical

WWC

Below

This is the stage that describes children working below the age typical

expectations. This would be used for children with cognitive / developmental

delay. This stage should only be used where children are not able to access

age typical expectations. Children in this stage should have a ‘sub descriptor’

which shows where they are actually working, e.g. 2WWC

Method 4: The 7 point system

10

Define ‘Exceeding’The statements that follow in Chapter 3 for ‘meeting’ the expectations have been carefully constructed by looking at the objectives for each subject in each year within the National Curriculum.When it comes to considering the ‘exceeding’ statements, many aspects have been brought together. They are not just drawn from the next year group’s ‘meeting’ expectations. In essence, there are four main considerations. These are outlined below:

A deeper level of reasoning The ‘exceeding’ statements require pupils to use their reasoning skills. This enables

pupils to give reasons for opinions and actions, to draw inference and make

deductions, to use precise language to explain their thinking and to make sound

judgements and informed decisions.

Applying skills in the context of history, geography and science

In this respect, we are looking for the pupils’ ability to apply their knowledge in

their learning in other subjects, especially, but not exclusively, history, geography

and science.

For example, using pupils’ knowledge of negative numbers to work out the time

difference between a BC and a AD date.

Using the objectives in context Pupils should be able to make use of their knowledge when applying it to their

context. For example, considering the literacy or mathematics involved in their

parents’ employment. If, for example, one parent was a postman, the

mathematics required in Year 1 would be associated with ordering number but in

Year 2 it might be associated with different weights of parcels, etc.

Drawing from next year’s objectives

Some of the ‘exceeding’ statements will touch upon the objectives in the next

year group. Where this is happening it is where there is a natural link with the

present year group’s objectives, for example, learning tables. More able pupils

should find it interesting learning in the patterns associated with the nine times

table in Year 3.c Focus Education 2014 11

12

Below Exceed+ExceedMetWorking

within

age

typical

WWA

Working

within

age

typical

WWB

Working

within

age

typical

WWC

Exceed

This is the stage that describes children that have exceeded the MET statements, i.e.

they are working beyond age typical expectations. This is the stage where children will

be evidencing breadth, depth and application (see Focus descriptors for exceeding).

Those children who are working at above age related expectations (E.G. Level 2a / 3c

at Year 2, Level 3a / 4c at Year 4, Level 4a / 5c at Year 6)

Method 4: The 7 point system

12

13

Below Exceed+ExceedMetWorking

within

age

typical

WWA

Working

within

age

typical

WWB

Working

within

age

typical

WWC

Exceed +

This is the stage that describes children with attainment significantly beyond age

typical expectations. These will be children that are comfortably working and applying

learning at a year group above their own.

Those children who are working well above age related expectations ((E.G. Level 3b at

Year 2, Level 4b+ at Year 4, Level 5b+ at Year 6)

Method 4: The 7 point system

13

• The 7 point scale is for Teachers to plot the children in a box – it basically states where everyone is.

• This is used to track progress.

• Behind this – staff have Year Group expectations and the children’s names in a table

• On here they mark for each child against each objective:

• Box left blank – no understanding or not been taught

• • some knowledge or understanding of – insecure ability to use accurately

• � achieved objective – securely demonstrates an understanding or ability to apply this skill.

WHAT’S HAPPENING NOW ?

• Staff are currently plotting your children against age related

expectations.

• At this point of the year, the majority of children should be working

within age related expectations.

• Children working below the Year Group expectations will be plotted on

the correct Year Group.

• Children working above the Year Group expectations will be plotted

on the Exceeding Criteria for their Year Group.

• In time some children may be plotted in the next year Group.

Any Questions ?

�Any Questions ?