The Assessment MazeThe Assessment Maze

Life After LevelsLife After LevelsNovember 2015November 2015

An information session for parents to explain the changes to assessmentAn information session for parents to explain the changes to assessment

AssessmentAssessmentLife After Levels

• DefinitionsDefinitions – What is assessment and why do we need it?

• Assessment for learning – Assessment for learning – Removal of levels.

• Changes in expectationsChanges in expectations- Pitch and progression.

What is assessment?What is assessment?

• Questioning

• Marking

• Observation

• Dialogue

• Testing

Testing is just one element of assessment.

Summative Assessment – Testing: Summative Assessment – Testing:

Purposes of statutory assessmentThe main purpose of statutory assessment is to ascertain what children have achieved in relation to the attainment targets outlined in the national curriculum.

The main intended uses of the outcomes are to:•hold schools accountable for the attainment and progress made by their children •inform parents and secondary schools about the performance of individual children•enable benchmarking between schools, as well as monitor performance locally and nationally.

(Standards & Testing Agency)

PupilPupil • What do I know?• What do I need to do next?• Am I getting better?

TeachersTeachers • Where are they in relation to where they need to be?• What are the gaps in their knowledge and

understanding?• What do they need to learn next?

ParentsParents • What can they do?• What do they need to know next?• Where are they in relation to where they should be?• How can I help?

Leaders & External Leaders & External AgenciesAgencies

• Are the children meeting expectations?• Are they making progress?• Is provision as good as it should be?• Are there groups making less progress than others?

Who wants to know what?Who wants to know what?

“People talk about assessment as though it’s separate to teaching. For me assessment is what you have to do to be able to teach effectively.”

A teacher’s view of assessment…

Pupil’s view on assessment, marking and feedback…

“I like to check my next steps and find out what I have done well. I like it when there is an R task. I want to know how to get better at what I am doing.“

The government’s view…

“Levels have been a distracting, over-generalised label, giving misleading signals…Crucially, levels have failed to give parents clarity over how their children are performing.”

Our view…

Assessment should support good teaching and learning. It should help teachers, parents

and students keep track of progress and drive

improvement.

Assessment is for learning!

Good assessment is an intrinsic tool of the

teaching and learning cycle.

Assessment can be an evaluation of what children have learnt at a given point in time

Assessment can also be an on-going process which is integral to teaching and learning

Assessment Assessment forfor Learning Learning

AssessmentAssessment

Next Next StepsSteps

MonitoringMonitoring

Establish where the learners are.

Establish where they need to go.

Establish how they are going to get there.

Short term and long term expectations.

Assessment, Assessment, planning and planning and

teachingteaching

Assessment going forwards needs toAssessment going forwards needs to:

• Find out what children know, can do and understand (OFSTED)

• Explain with clarity to both the children and parents what their child does well and their next steps.

• Support target setting to ensure, where possible, pupils meet the expected standard at the end of each Key Stage.

• Pinpoint aspects of the curriculum in which pupils are falling behind and recognise exceptional performance.

• Support effective planning, pitch and progress for all pupils.

ChangesChanges• No more numbered levels

• New Reception baseline

• Lift in expectations in the new curriculum

• Changes to Year 6 and Year 2 testing arrangements

A chance to find out… …what has

changed!

Reception baseline

• Optional for 2015

• Statutory in 2016

• Focus upon early literacy and maths skills

• Delivered as a practical 1:1 session

• How does it help me as a parent?

• What doesn’t it tell us?

Changes: KS1 ReadingChanges: KS1 Reading

• More emphasis on phonics.• Increased emphasis on reading for pleasure.• Increased emphasis on reading and performing

poetry.• Greater emphasis on discussion and questioning

when reading.• Whole texts – deeper exploration.

Changes: KS1 WritingChanges: KS1 WritingWriting•A greater emphasis on spelling.•Grammar

Handwriting•Frequent sessions.•Handwriting strategies.

Fluent handwriting supports spelling and enables the child to communicate their ideas more freely.

Grammar expectationsY2

Changes: KS2 LiteracyChanges: KS2 Literacy

• Poems and play scripts to be performed.

• Emphasis on understanding (inference and deduction).

• Familiarity with a wide range of books and poetry.

• Reading for pleasure.

• Comparisons between texts.

Changes: KS2 LiteracyChanges: KS2 Literacy

• Developing and improving handwriting.• More explicit technical grammar requirements.• Editing and improving their own work.• Using dictionaries to check spelling.

Much of this is already in place, but there is now an even greater emphasis on formal elements and subject specific vocabulary.

Year 5 expectations in Grammar

Changes: MathsChanges: Maths

There have been some significant changes to the Maths curriculum. •Times tables up to 12 x12

•Probability and calculator skills have been moved to KS3, so they are no longer explicitly taught in Years 5 & 6

•Data handling has been removed from Y1

•Roman numerals are now introduced in Y3

•Ratio has been moved into Y6

Year 1

Some of the Year 3 targets

Some of the Year 6 targets

Changes to KS2 SAT papers in maths:•No mental maths test – replaced with arithmetic paper•Two papers which test problem solving and reasoning

Currently…Currently…• The shift in expectations is seen most

markedly in upper KS2. • Age related expectations have shifted by

about 18 months. • End of year expectations for Y4 are now very

close to what was age related for Y6. • We are already reporting to you against the

new age related objectives which are on the pupil target sheets

What are we reporting to you?What are we reporting to you?

Below expected At expected Above expected

Entering, developing or Secure Year 1

Entering Year 2 Developing Year 2

Example:Expected attainment for Autumn term 2015 for Year 2

Expected progress by the end of each term:

Autumn term Spring term Summer termEntering Developing Secure

Approximately 30% of the objectives each termAge related objectives are set out on the pupil target sheets

How do we know?How do we know?

Ongoing teacher assessment•Using target sheets with the children•Marking and setting R tasks•Planning and assessing work pitched to the age related expectations•Identifying gaps in learning and targeting work – support with additional intervention if needed•Observing and talking to the children

Summative testing - tests•Support teacher assessment•Termly maths and reading assessment tests through out school – these have been bought in •Internally set and marked by staff to identify strengths and gaps in learning•Results not shared with the children – used to support teacher assessment•‘Practise’ papers with Years 2 and 6

Thank you for making the time to Thank you for making the time to be here todaybe here today

• The powerpoint is on the website for you to look at again should you wish.