&H
J�\�MM��D�����8�U���p��9�Y
endobj
Here are 10 things to think about when developing your assessment principles: If you would like to see what assessment books we have available click here. Assessment without levels in depth - Tim Oates Following the interest generated by Tim Oates' video for the Department of Education earlier in the year, Cambridge Assessment has commissioned a new 45 minute version, allowing for more explanation as to how the removal of levels in Primary education will open the door to a deeper understanding. They need to reflect on the extent they provide opportunities to build pupils’ understanding and improve their learning in lessons. 3 0 obj
What will this assessment tell me about pupils’ knowledge and understanding of the topic, skill or concept? Your property tax bill is based on the assessed value of your property, any exemptions for which you qualify, and a property tax rate. Given that all school leaders will have ‘grown up’ in a professional world of attainment targets, sub levels, APP, national curriculum targets etc., how easy is it to break away from this familiar world? How could I improve, adapt or target my teaching as a result? How to Assess a Knowledge-Rich Curriculum. And if so, how can this be done most efficiently? How will it be used to support broader progress, attainment and outcomes for pupils? L��~'S���� 蠹E���ᜦ�0��C��`�:E86:��
f�,Ǚ���뺪����y�(|�D�������[ѳ�yV1/��jV��f�Ph
q�du?u79:w7b���z��d8��%˼���`L}-�D����nZ�r��mu�M.��_ ����ձ��e����U>+-F�j+[/m�᠓�#�m�t�����eum�،��.�R^M� The report suggests that a good assessment policy should: It is suggested that for pupils with SEND, account should be taken of the effort that has been put in as well as the outcomes achieved. What are the next steps to move assessment fowards? Free Year 7 Maths Baseline Tests . 10 0 obj
<>
endobj
endobj
The DfE’s Review of the National Curriculum in 2011 resulted in the Curriculum with which all maintained schools now work. x�u�OK�@���sL�n����UQ�)�*mES���bS��^v7dg~�fQ���[�N���=x��4�1
�;�k���,2U_yLk9����u�I�r��d�& <>
Created: Oct 11, 2016 | Updated: Feb 22, 2018. There are three main objectives: to inform parents about their children’s development, to ease the transition to Key Stage 1, and to help Year 1 teachers plan for the year ahead to meet the needs of the entire class. <>
Assessment Without Levels . endobj
There are a number of features that are essential if assessment is to provide an accurate and positive view of the pupil’s learning, attainment and progress. The Commission Report usefully outlines helpful prompts to support schools in designing a new assessment policy which breaks away from the old world. It should also tackle the issue of ‘mastery and greater depth’ by acknowledging that it is not just focused on more able pupils and that it is more easily associated with the desired pedagogy compared to ‘teaching to the test’ associated with the previous levels’ system. The government’s new National Curriculum was designed to re-conceptualise the way we think about Primary Sassessment. endobj
Lots of teachers are busy creating descriptors and criteria but at the same time while trying hard not to call them levels and sub levels, APP grids with a new name are appearing! Assessing Without Levels. endobj
Why Assessment without Levels? <>
Progression within the new national curriculum is more focused on developing depth and understanding than on mere progression to the next set of content. In some cases, a municipality will go from a fractional level of assessment to 100 percent. 19 0 obj
Click the button at the top right of the page to download. <>
4 0 obj
Information regarding the school’s approach to ‘Assessment Without Levels‘ has been added to the site. <>
$.' It is also essential to give teachers and their support staff time and the skills to build an understanding of how to use deep and rich questioning as part of formative feedback and the process of learning. endobj
<>
How should the assessment outcomes be recorded to allow the school to monitor and demonstrate progress, attainment and wider outcomes? In his post, Harry beautifully sums up the key points of the report, and crucially the disastrous affect levels have had on schools, teachers and students. Is there an underlying culture that encourages and celebrates pupils’ resilience? The Early Years Foundation Stage (EYFS) Profile is a report of your child’s development and achievement at the end of the Reception year. The Commission noted, “The system that has been so conditioned by levels, there is a considerable challenge in moving away from them”. 12 0 obj
Depth . He is also an accredited Myers Briggs (MBTI) practitioner. endobj
Do all teachers and their support staff recognise that some pupils may need to work in a different way or at a different pace to arrive at a similar place? <>
<>
There is a recognition that learning is neither neat nor linear. It is worth stepping back from the detail and remembering that levels were scrapped for a reason: primarily because the evidence demonstrated that they didn’t work and were limiting the learning of our children. 11 0 obj
<>
1 0 obj
endobj
It suggests that they should begin by constructing their own principles of assessment and from these develop their own assessment policy. stream
<>/Pattern<>/Font<>/XObject<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 720 540] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>>
<>>>
HAP = High achieving pupil MAP = Middle achieving pupil LAP = low achieving pupil … <>
How should the assessment outcomes be communicated to parents to ensure they understand what the outcomes tell them about their child’s attainment, progress and improvement needs? How should the assessment outcomes be communicated to pupils to ensure they have the right impact and contribute to pupils’ understanding how they can make further progress in the future? Secondly, there was a wonderful summary of the leaked Commission on Assessment without Levels report, by Harry Fletcher-Wood. Is there a culture of professional conversations that promote self and peer evaluation? Assessment Without Levels Update 24th November 2015 By mattpatterson Information regarding the school’s approach to ‘ Assessment Without Levels ‘ has been added to the site. How will I ensure my approaches to assessment are inclusive of all abilities? These documents outline what makes a student a HAP, MAP or LAP now that curriculum levels have been removed. 9 0 obj
Filed Under: News. endobj
Assessments should provide clarity about what being at the national standard means at every age group. What follow up action should I take to plug gaps in knowledge and understanding or support progression where learning is secure? Are learners provided with enough time to reflect? 6 0 obj
Jun 29, 2015 | Teaching PE | 2 |. Hi Rachael - I have a special school that is really interested in your new tracking for Assessment without Levels, they and I feel the % information will be the ideal way to track their students as their improvement through the stages is usually very slight and individual. <>>>
I know a few things about this OR I have gathered some information about this topic I ... Help parents understand what the results mean. endobj
This development was supported by detailed advice in the form of a Report by an Expert Panel on the construction and content of the new National Curriculum. A recent day of discussions between school leaders from across England focused on the impact that the move to assessment without levels might have on vulnerable pupils, especially those with SEN. Daniel Sobel reports on some of the challenges, solutions and conclusions . 5 0 obj
Preview. Will it give them the information they need? This may not be so much about updating your policy but rather more about updating your thinking. 8 0 obj
13 0 obj
It includes the '7 strands of excellence' framework to support teachers in carrying out effective book scrutiny in classrooms. <>
<>
Assessment without levels. The Final Report of the Commission on Assessment Without Levels (Sep 2015) makes some interesting points, notably, “The successful implementation of the new national curriculum requires a radical cultural and pedagogical change, from one which has been too dominated by the requirements of the national assessment framework and testing regime to one where the focus needs to be on high-quality, in-depth teaching, supported by in-class formative assessment”. stream
Is it necessary to record the information gained from this assessment? Assessment without levels is intended to encourage a more professional, intelligent assessment. These were first introduced in 1995 and became the mainstay for assessing pupil progression and attainment in Key Stages 1, 2 and 3 across schools in England.