Assessment Without Levels

1. Assessment Without Levels Standards and Learning Effectiveness Service Friday 20 June 2014 Claire Roberts Standards & Learning Manager Bill Roddick Standards & Learning Manager

2. 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

3. 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

4. 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

5. 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

6. 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

7. What is emerging • Continued emphasis on formative assessment • Assessment criteria – an opportunity for greater simplicity

8. 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

9. One example – Year 6 Teacher’s Pet http://displays.tpet.co.uk/#/ViewResource/id1446

10. End of key stages Y6 Y5 Y4 Y3 Y2 Y1 YR

11. Measuring progress? Above At Expected 100 Above Below Above At Expected At Expected Below Below Year 2 or Year 6

12. Next steps • Individual school decisions • Working together in partnership

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