Assessment BEP January 6 th Disclaimer: Accurate as of December 2015

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1 Assessment 2016 BEP January 6 th 2016 Disclaimer: Accurate as of December 2015

2 Aims Changes to assessment and accountability arrangements with an emphasis on key transition points and the impact on pupil progress from 2016 Share useful documents and assessment blogs Share current in school curriculum and assessment developments Agree next steps

3 Key features of assessment under the new National Curriculum School accountability is the main driver of the statutory arrangements and stakes are high Pupil progress will be the main focus for most schools because the attainment measures for floor and coasting - will be much harder to reach Attainment and progress of all pupils in reading, writing and mathematics will matter Continuous scale gone separate criteria for each statutory assessment so approaches to monitoring pupils attainment and progress over time need to be rethought

4 Key features of assessment under the new National Curriculum (cont.) Teaching for consolidation, application and depth has greater significance in the new curriculum and needs to be recognised in both planning and assessment Teachers and schools ability to make progress visible to pupils, parents, governors and Ofsted becomes more important than allocating numbers/grades Data will be less reliable over the next few years as changes are implemented and schools settle down with new TA and test standards

5 So what s changing in national assessment? 2014/ / Progress Check EY 2-3 Progress Check [EYFS Profile] Age 5 / Rec EYFS Profile New early baseline KS1 Age 7 / Y2 KS2 Age 11 / Y6 Phonics Screening Check (Y1/2) TA in Rdg / Wtg / Ma (informed by test/task and externally moderated) S&L and Sc Test (R/GP&S/Ma) Levels 3-5 & 6 (Sc sample) & TA (inc statutory wtg TA moderation) Phonics Screening Check (Y1/2) TA in Rdg / Wtg / Ma (informed by tests and externally moderated) and Sc Test (R/GP&S/Ma) (Sc sample) & TA (inc statutory wtg TA moderation)

6 What are you doing? On tables share strengths and current struggles with the curriculum and assessment. What are you working on and why? What information do we need to share across key transition points?

7 Report on Assessment without Levels Very useful document for Governors, Staff, SLT. Excellent as a self evaluation tool for assessment policy and principles Example Questions include: Who is responsible for monitoring the effectiveness of assessment practices in the school? What methods of formative assessment do you use? How does the assessment provide useful information for improving future learning rather than just collecting data? Have we covered the statutory assessment requirements for our school? What percentage of stakeholders in your schools know about this? Commission_on_Assessment_Without_Levels_-_report.pdf

8 The National Picture Latest information on assessment and moderation at EYFS, KS1 and KS2 What is the national picture for measuring pupil and school progress?

9 Assessment and accountability from 2016 Early Years New baseline assessment in early Reception: Three of original six suppliers whose baseline assessments met STA criteria gained insufficient support and removed Three remaining Early Excellence, CEM (Durham Uni) and NFER; Early Excellence with large majority of schools First use of baselines last half-term will provide basis of progress measurement in primaries at end of KS2 in 2022 Baseline remains optional but schools which don t use one from autumn 2016 will be held to account on attainment alone (starting from 2023) EYFS Profile to be non-statutory from 2016/17 i.e. still statutory in summer 2016

10 KS1 Teacher Assessment (For use in only to be reviewed) In reading, writing and mathematics, three defined standard statements : working towards the expected standard working at the expected standard working at greater depth within the expected standard In science, only one standard statement for working at the expected standard and a yes/no judgement Pupils need to consistently demonstrate attainment of all statements within the standard (and of preceding one/s ) KS1 Interim Framework Interim_teacher_assessment_frameworks_at_the_end_of_key_sta ge_1_pdfa.pdf

11 Key Stage 1 tests Annual, internally marked and must be taken in May Raw scores to be converted to scaled scores, with 100 as the national expectation outcomes to inform TA and not reported unless parents specifically request them (KS1 ARA) New standard set in June 2016 Reading: (expectation all pupils sit both) paper 1 (lower demand) about 30 minutes - 20 marks paper 2 (higher demand) about 40 minutes - 20 marks Mathematics: (No number lines or resources) arithmetic paper about 20 minutes 25 marks (NO rulers) reasoning paper about 35 minutes 35 marks (ruler allowed) Grammar, Punctuation & Spelling: Paper 1 Spelling about 20 minutes - 20 marks Paper 2 questions about 20 minutes - 20 marks

12 Key Stage 1 Moderation TA judgements submitted by 13 th June Schools will NOT be notified of moderation until after data submission date Schools will NOT be notified of which children s work until the day BEFORE at the earliest! Moderation will be through day to day work trawls NOT professional dialogue Evidence must clearly indicate the amount of support a pupil has received Moderators may wish to speak to school staff moderation-guidance-booklets.pdf

13 Reporting at the end of KS1 in 2016 Pupil X Subject/Aspect Reading Writing Mathematics Science Teacher Assessment Judgement Working towards the expected level Working at the expected standard Working at greater depth within the expected standard Working towards the expected standard Working at the expected standard Working at greater depth within the expected standard Working towards the expected standard Working at the expected standard Working at greater depth within the expected standard Working at the expected standard Not working at the expected standard

14 Key Stage 2 tests single suite to cover wider range of attainment and with higher expected standard externally marked on screen and results as scaled scores with 100 as the national expectation Reading: paper (three texts in order of difficulty) 60 minutes - 50 marks Mathematics: Paper 1 - arithmetic 30 minutes 40 marks Paper 2 - reasoning 40 minutes 35 marks Paper 3 - reasoning 40 minutes 35 marks Grammar, Punctuation & Spelling: Paper 1 questions 45 minutes - 50 marks Paper 2 spelling 15 minutes - 20 marks

15 Key Stage only In reading, mathematics and science, one standard statement for working at the expected standard and a yes/no judgement only not used for accountability In writing, three defined standard statements : working towards the expected standard working at the expected standard working at greater depth within the expected standard Pupils must consistently demonstrate attainment of all statements within the standard (and of preceding one/s)

16 Reporting at the end of KS2 in 2016 Pupil X Subject/Aspect Test Score* Reading 108 Writing Grammar, Punctuation & Spelling N/A Mathematics 109 Science Teacher Assessment Judgement Working at the expected standard Not working at the expected standard Working towards the expected standard Working at the expected standard Working at greater depth within expected standard 112 N/A N/A Working at the expected standard Not working at the expected standard Working at the expected standard Not working at the expected standard

17 Is this what s needed at every transition? Subject/A spect Test Score* Reading 108 Teacher Assessment Judgement Working at the expected standard Not working at the expected standard If not Why NOT? Working towards the expected standard Writing N/A Working at the expected standard Working at greater depth within expected standard GPS 112 N/A Maths 109 Science N/A Working at the expected standard Not working at the expected standard Working at the expected standard Not working at the expected standard

18 Interim Frameworks for Teacher Assessment (Sept 15) General observations Pupils must demonstrate consistent attainment of all the statements within the standard (and of preceding one/s ) i.e. not a compensatory or best fit judgement; TA may appear different to test score for some pupils Frameworks refer to national exemplification only for KS2 writing and for KS1 reading and writing (to follow?) Attempt made to define the interpretation of qualifiers such as some, many and most For use in only to be reviewed; major implications for data continuity if changed

19 Interim Frameworks for Teacher Assessment (Sept 15) General observations (cont.) Mainly confined to functional / technical aspects of the relevant Programmes of Study objectives so important not to use them as a basis for planning Considerable variation between subjects in the number of statements included in working at the expected standards at KS2, 9 each for reading and writing, 8 for mathematics and 24 for science

20 Percentage pupils From levels to scaled scores Pre-2016 From 2016 Reading Test Score Distribution Reading Test Score 4 5 Each year, threshold scores are equated and adjusted according to relative difficulty of test compared to previous years Reading Test Score Distribution Reading Test Score Each year, national standard score is equated then converted to 100 and other scores are scaled on either side of it

21 From 2016 Accountability: Floor standards Attainment: From 2016, KS2 floor standard measure to be 65% of pupils achieving new, higher national standard in all of Reading & Mathematics tests and in Writing TA Progress: measure from 2016 based on pupils making sufficient progress in all of Reading and Writing and Mathematics, not separately as before Sufficient progress threshold to be defined in 2016 after new KS2 tests have been taken for the first time Transitional arrangements from 2016 to 2023 but progress between KS1 and KS2 will be the key measure for the next six years

22 New floor standard for 2016 likely impact 2016 floor standard (attainment): same percentage of pupils as in 2014 and 2015 (65% at combined L4) but higher expectation so fewer schools likely to achieve it In 2014, % of schools where 65% of pupils attained Level 4+ in all of Rdg and Ma tests and Wtg TA In 2014, % of schools where 65% of pupils attained 4b+ in Rdg and Ma tests and L4+ in Wtg TA 90% 60%

23 Impact of new floor standard measures? ?

24 DfE proposals for coasting schools in 2016 Based on school s attainment and progress over three years (2014, 2015 and 2016) School can be coasting only if it falls below all measures in all three years Where a school is judged to be coasting, the Regional Schools Commissioner will assess whether or not it has a credible plan to ensure pupils make required progress. If so, support from expert head; if not, may become sponsored academy

25 Could we be a coasting school in 2016? Did you have fewer than 85% of pupils below a combined Level 4 in maths and reading tests and writing TA in 2014 and 2015? NO YES In 2014 and 2015, were the percentages of pupils making expected progress in each of reading, writing & maths below the national median (94%, 96% & 93% in 2014)? NO YES In 2016, you will need to have 85% or more of your pupils attain the new expected standard in reading and maths test and writing TA OR meet a new sufficient progress threshold.

26 Measuring pupil progress 2015 to 2023 Years Basis of measuring progress in primary schools levels of progress from KS1 to KS2 rdg and ma test outcomes and wtg TA KS1 old TA levels to overall KS2 new test and TA outcomes 2020 KS1 new TA outcomes to overall KS2 new test and 2021 TA outcomes 2022 New Reception baseline (2015) to overall KS2 new test and TA outcomes OR KS1 new TA outcomes to KS2 new test and TA outcomes (whichever better) 2023 Early baseline to overall KS2 test and TA outcomes

27 Click to access video

28 Calculating progress the new approach (1) Leon - Y Reading test: KS1 APS: 18 Leon got 1 point more than the average for those with similar starting points = +1 All other pupils nationally with KS1 APS of 18 in 2012: Average 2016 Reading test - 106

29 Calculating progress the new approach (2) Leon has a progress score of +1 School progress score: +2 Add the progress scores of all Y6 pupils in Leon s school and divide by the number of pupils: mean = +2

30 Timetable When What July 2015 New sample tests for KS1 and KS2 made available to schools Guidance on scaled scores August KS2 national and LA results published Sept/Oct 2015 Report of DfE s Commission on Assessment Without Levels published Teacher Assessment Frameworks published for KS1 & KS2 in 2016 First use of Early Reception Baseline assessments (reported by 23 Oct) Question Level Analysis of 2015 KS2 tests on RAISEonline ARAs for 2016 published in pdf format Nov/Dec School Performance Tables published STA carries out comparability study on new Baseline assessments Summer 2016 First use of new statutory tests and teacher assessment in Y2 and Y6 Final statutory use of EYFS Profile Sept/Oct 2016 Reception Baseline Assessment used unless school chooses to be held accountable on attainment data alone in 2023 Review of 2016 Interim Teacher Assessment Frameworks

31 Links Floor standards 2016 (July 2015) Coasting schools proposed criteria (July 2015) ting_regulations_-_explanatory_statement.pdf FOLLOW Michael Tidd Assessment blog Assessment and Reporting Arrangements (ARAs) Michael Tidds Moderation booklets Final Report of the Commission on Assessment without Levels on_on_assessment_without_levels_-_report.pdf Why I changed my mind about the end of levels TES 20 th November 2015 by Michael Tidd

32 What Next? Pull together case studies of great different practice to share at next meeting? Nominate? Or be nominated? HTs to complete by Feb half term? Set format to be created using the Assessment without Levels booklet? Create a self evaluation tool from Assessment report? Do we need to agree core information to be passed on at key transition points? BEP to collect predictions for end of KS 1,2,4 of pupils at age appropriate