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Assessment without levels.

Assessment without levels. DfE wants schools to: be ‘able to introduce their own approaches to formative assessment, to support pupil attainment and progression’. The framework we construct should enable us to:

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Assessment without levels.

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  1. Assessment without levels. DfE wants schools to: be ‘able to introduce their own approaches to formative assessment, to support pupil attainment and progression’. The framework we construct should enable us to: ‘check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and … report regularly to parents’.

  2. Assessment without levels. • The DfE (2013)3 states: • ‘By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.’

  3. Assessing without levels. Develop forums and channels that enable colleagues to share: • schemes and units of work with specified teaching objectives, referring to both subject content and cross-curricular processes; e.g. This is how we teach a given life skill / fluency in speech / problem-solving / graphs … • digital and hard-copy examples and records of pupils’ work in progress; e.g. This is what these pupils are aiming for and how they are improving their work; a Key Stage Portfolio? • annotated examples of pupils’ presentation pieces, indicating different qualities of achievement; e.g. work is marked according to Success Criteria, not corrected. • archives of pupils’ work over time with commentaries and annotations.

  4. Assessing without levels. • So, what does this mean for us? • Ensure our Schemes of Work match the new National Curriculum requirements for our subject area. (for Yrs 6, 7 & 8; current Yr 5 for 2015.) • How do we / will we quantify the skills pupils need to learn so that ‘By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study’? • Regarding the above, how do we measure progress within our subject area (without levels, using the system in Point 2)?

  5. Assessing without levels. • What is happening nationally? • Percentiles…..? • Case Studies in your subject area…? • NAHT Feb 2014: • ‘Schools should retain the use of levels while designing a new system…’ • ‘Pupils should be judged against objective criteria rather than ranked against each other…’

  6. Assessing without levels. • Points to consider – • Pupil progress and achievements should be communicated in terms of descriptive profiles rather than condensed to numerical summaries (although schools may wish to use numerical data for internal purposes). • Academic targets are based on descriptors and ‘I can’ statements: some are taken from attainment level statements, some may refer to a specific skill needed.

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